D Bar‐tal
Biographic Data
| ID | 3655290 |
|---|---|
| NAME | D Bar‐tal |
| GIVEN NAMES | D |
| FAMILY NAME | Bar‐tal |
| SIGNATURE | TAL D B |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1984 |
| H-INDEX | 2 |
Causes of Success and Failure and Their Dimensions as a Function of Ses and Gender: A Phenomenological Analysis
The present study utilises a phenomenological approach to investigating individuals' attribution of success or failure. On the basis of the assumption that individuals use various causes to explain their successes or failures and attach to them different meaning, the present study collected a list of causes used by males and females of low and middle-upper socio-economic class. Subjects from these four demographic groups were later asked to rate …
Students' Reactions to Attributions of Ability and Effort
S ummary . One hundred and forty‐four 5th grade, 10th grade and college students were presented with a questionnaire consisting of three parts. In Part I, the students received a description of eight different hypothetical stories about classmates. In each story, the classmate's ability (high or low), exerted effort (high or low) and outcome (success or failure) were varied. Following each story the students were asked to rate the predicted grade…
A Comparison of Teachers', Pupils' and Parents' Attributions Regarding Pupils' Academic Achievements
S ummary . This study compared attributions of teachers, pupils, and parents regarding pupils' academic success or failure. Eighty pupils were asked to indicate the extent to which each of the 10 given causes influenced their achieved grade. In addition, 8 teachers and 50 parents were given the same questionnaire and were asked to explain the achievements of the pupils. The results showed that teachers attributed pupils' success mainly to themsel…
The Relationship Between Locus of Control and Academic Achievement, Anxiety, and Level of Aspiration
S ummary . While holding the influence of socio‐economic status constant, the relationship between locus of control and academic achievement, anxiety, and level of aspiration was examined among 2,438 ninth grade Israel‐Jewish students of Asian or African background and European, American, or Israeli backgrounds. It was observed that, in general, internals tend to attain greater academic achievement, to express less anxiety, and to have higher lev…
Causes of Success and Failure and Their Dimensions as a Function of Ses and Gender: A Phenomenological Analysis
The present study utilises a phenomenological approach to investigating individuals' attribution of success or failure. On the basis of the assumption that individuals use various causes to explain their successes or failures and attach to them different meaning, the present study collected a list of causes used by males and females of low and middle-upper socio-economic class. Subjects from these four demographic groups were later asked to rate …
The Relationship Between Locus of Control and Academic Achievement, Anxiety, and Level of Aspiration
S ummary . While holding the influence of socio‐economic status constant, the relationship between locus of control and academic achievement, anxiety, and level of aspiration was examined among 2,438 ninth grade Israel‐Jewish students of Asian or African background and European, American, or Israeli backgrounds. It was observed that, in general, internals tend to attain greater academic achievement, to express less anxiety, and to have higher lev…
The Relationship Between Locus of Control and Academic Achievement, Anxiety, and Level of Aspiration
S ummary . While holding the influence of socio‐economic status constant, the relationship between locus of control and academic achievement, anxiety, and level of aspiration was examined among 2,438 ninth grade Israel‐Jewish students of Asian or African background and European, American, or Israeli backgrounds. It was observed that, in general, internals tend to attain greater academic achievement, to express less anxiety, and to have higher lev…
A Comparison of Teachers', Pupils' and Parents' Attributions Regarding Pupils' Academic Achievements
S ummary . This study compared attributions of teachers, pupils, and parents regarding pupils' academic success or failure. Eighty pupils were asked to indicate the extent to which each of the 10 given causes influenced their achieved grade. In addition, 8 teachers and 50 parents were given the same questionnaire and were asked to explain the achievements of the pupils. The results showed that teachers attributed pupils' success mainly to themsel…
Students' Reactions to Attributions of Ability and Effort
S ummary . One hundred and forty‐four 5th grade, 10th grade and college students were presented with a questionnaire consisting of three parts. In Part I, the students received a description of eight different hypothetical stories about classmates. In each story, the classmate's ability (high or low), exerted effort (high or low) and outcome (success or failure) were varied. Following each story the students were asked to rate the predicted grade…
Causes of Success and Failure and Their Dimensions as a Function of Ses and Gender: A Phenomenological Analysis
The present study utilises a phenomenological approach to investigating individuals' attribution of success or failure. On the basis of the assumption that individuals use various causes to explain their successes or failures and attach to them different meaning, the present study collected a list of causes used by males and females of low and middle-upper socio-economic class. Subjects from these four demographic groups were later asked to rate …
Developmental psychology (4 works) · Psychology (4 works) · Social Psychology (4 works) · Attribution (3 works) · Mathematics education (2 works) · Perception (2 works) · Teacher Professional Development and Motivation (2 works) · Academic achievement (1 works) · Anxiety (1 works) · Casual (1 works)