Success and Failure in Junior High School
A Critical Incident Approach to Understanding Students’ Attributional Beliefs
Datos Bibliográficos
| ID | 8224488 |
|---|---|
| Autores | Walter P Vispoel (0000-0002-9415-251X, University of Iowa, autor de correspondencia), James Austin (0000-0002-9214-8795, University of Colorado System), James R Austin (University of Colorado Boulder) |
| Año | 1995 |
| Volumen | 32 |
| Número | 2 |
| Páginas | 377-412 |
| Fecha de publicación | 1995-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Educational Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312032002377 |
| OpenAlex | W1985192996 |
| Idioma | EN |
| Citas recibidas | 18 |
| Referencias citadas | 70 |
Attribution theory, which focuses on students’ beliefs about why they succeed or fail, has served as the interpretative framework for numerous studies of student motivation. Yet, the relevance of this research to educational practice has been questioned because most studies focus on college students’ reactions to hypothetical scenarios or contrived laboratory tasks. To address this problem, we employed a critical incident methodology in which junior high school students recalled naturally occurring successes and failures in four subject areas (English, math, general music, and physical education) and rated the relevance of eight causal attributions in explaining each outcome. We explored the effects of situational context (subject area, activity) on attributional beliefs, the relations between attributional beliefs and reported grades, and the dimensionality of attributional beliefs. Our results highlighted the context-specific nature of causal beliefs and their strong linkages to reported classroom achievement. Our factor analyses of attributional ratings did not yield dimensions of locus, stability, and controllability but instead showed a systematic trend for external attributions to generalize across subject areas and for internal attributions to remain subject-area specific. We discuss implications for teachers and researchers
Attribution · Context (archaeology · Context effect · Locus of control · Relevance (law · Situational ethics · Subject (documents · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychological Treatments and Assessments · Psychology · Social Psychology
Academic buoyancy
Assessment and Classroom Learning
Formative Assessment in the Classroom
Causal attributions and engagement in class
Linking academic buoyancy and math achievement in secondary school students
Selbstorganisiertes und Lebenslanges Lernen
Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course
What causes failure and success? Students’ perceptions of their academic outcomes
School alienation and academic achievement in Switzerland and Luxembourg
Insufficient evidence
Social utility versus social desirability of students’ attributional self-presentation strategies
Gender differences in instrumental learning among secondary school students in Hong Kong
The relationship between academic self-concept, attributions, and L2 achievement
Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students
Perceptual organization and attribution preferences
Teachers’ Ratings of Students’ Learning Disabilities and Self-Reported Learned Helplessness of Polish Junior High School Students
Families» Accounts of the Causal Processes in Food Choice
Why have I failed? Why have I passed? A comparison of students' causal attributions in second language acquisition (A1-B2 levels)
Interest and Its Contribution as a Mental Resource for Learning
Situational interest
The attributional Style Questionnaire
The structure of academic self-concept
Current Issues in Attribution Theory and Research
Negative Effects of Traditional Middle Schools on Students' Motivation
Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School
Interest, Learning, and Motivation
The psychology of interpersonal relations.
Cue utilization and attributional judgments for success and failure
Self‐Concepts, Domain Values, and Self‐Esteem
Attribution of success and failure revisited, or
The Relationship of Gender, Gender‐Related Traits, and Achievement Orientation to Achievement Attributions
Attributional retraining
Attributional styles for helplessness and depression
The impact of sex, achievement domain, and conceptual orientation on causal attributions
Gender differences in performance attributions
Attributions and sex differences in achievement
Attributional style in depression
Necessary versus sufficient causal schemata for success and failure
Attributions of success and failure for actors and observers
Student Beliefs About the Causes of Success and Failure in Music
Causal attribution for success and failure
The Role of Affect in Rational (Attributional) Approaches to Human Motivation
Complex, Performance-Based Assessment
Toward Assessment of Cognitive and Conative Structures in Learning
New Directions in Educational Assessment
The causal structure of situations
Motivational processes affecting learning
What Makes a Successful Black Student on a Predominantly White Campus
Motivation and Achievement
Student Views about Learning Math and Social Studies
Perceived dimensions of attributions for loneliness
The Causal Dimension Scale
Measuring causal attibutions for success and failure
Multidimensional scaling of the causes for negative interpersonal behavior
Relationships between causal attributions and expectancy of success
Attributions for negative life events and depression
Attributions and depression
When people ask "why" questions, and the heuristics of attributional search
The role of expectations and attributions in the alleviation of learned helplessness
Measuring causal attributions for success and failure
Unsolicited interpretation and recall of interpersonal events
The cognition–emotion process in achievement-related contexts
Cross-situational consistency in causal attributions
A theory of motivation for some classroom experiences
Causes of Success and Failure and Their Dimensions as a Function of Ses and Gender
Self-serving biases in the attribution of causality
| Obras citantes distintas | 18 |
|---|---|
| Citas por año | 0,62 |
| Intervalo de citas | 1997 - 2026 (30) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 18 |