Brent A Cool
Biographic Data
| ID | 7120877 |
|---|---|
| NAME | Brent A Cool |
| GIVEN NAMES | Brent A |
| FAMILY NAME | Cool |
| SIGNATURE | COOL B A |
| AFFILIATIONS | Piedmont Virginia Community College |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 1987 |
| H-INDEX | 0 |
Attributions for Success and Failure in Algebra among Men and Women Attending American Samoa Community College
The Mathematics Attribution Scale-Algebra was designed to assess attributions for success and failure in algebra to ability, effort, task, and environment. It was the purpose of this study to examine the attributional patterns of men and women attending the American Samoa Community College. For 126 Samoan students (57 men, 69 women) the attributional patterns did not appear to differ. Both groups attributed success in mathematics to effort and a …
A Reliability and Validity Investigation of the Multidimensional-Multiattributional Causality Scale
A sample of 76 college students was administered the Multidimensional-Multiattributional Causality Scale (MMCS). Most of the 3-item subscales had adequate reliabilities. A factor analysis of theintercorrelations of responses revealed three pure factors andthree ambiguous factors. These results provide partial support forthe reliability and factorial validity of the MMCS
Generalizability of the Mathematics Attribution Scale Norms to Academically Talented High School Students
Mean responses of 120 high school students (46 boys, 74 girls) of high ability appeared to differ from the norms in selected attributional processes related to algebra. Reported variances of the Mathematics Attribution Scale were similar to those obtained from academically talented high school students. These findings support the generalizability of some psychometric properties of the scale to other samples, regions, and times
Achievement Motivation and Attributions for Success and Failure
The relationships of attributions for success and failure with achievement motivation were investigated in 110 academically talented high school students. Subjects were administered the Mathematics Attribution Scale and measures of self-esteem, anxiety, and achievement motivation. Attributions of success to effort were correlated .42 with achievement motivation, and attributions of failure to lack of effort were correlated -.22 with achievement m…
No prominent works on this page.
A Reliability and Validity Investigation of the Multidimensional-Multiattributional Causality Scale
A sample of 76 college students was administered the Multidimensional-Multiattributional Causality Scale (MMCS). Most of the 3-item subscales had adequate reliabilities. A factor analysis of theintercorrelations of responses revealed three pure factors andthree ambiguous factors. These results provide partial support forthe reliability and factorial validity of the MMCS
Generalizability of the Mathematics Attribution Scale Norms to Academically Talented High School Students
Mean responses of 120 high school students (46 boys, 74 girls) of high ability appeared to differ from the norms in selected attributional processes related to algebra. Reported variances of the Mathematics Attribution Scale were similar to those obtained from academically talented high school students. These findings support the generalizability of some psychometric properties of the scale to other samples, regions, and times
Achievement Motivation and Attributions for Success and Failure
The relationships of attributions for success and failure with achievement motivation were investigated in 110 academically talented high school students. Subjects were administered the Mathematics Attribution Scale and measures of self-esteem, anxiety, and achievement motivation. Attributions of success to effort were correlated .42 with achievement motivation, and attributions of failure to lack of effort were correlated -.22 with achievement m…
Attributions for Success and Failure in Algebra among Men and Women Attending American Samoa Community College
The Mathematics Attribution Scale-Algebra was designed to assess attributions for success and failure in algebra to ability, effort, task, and environment. It was the purpose of this study to examine the attributional patterns of men and women attending the American Samoa Community College. For 126 Samoan students (57 men, 69 women) the attributional patterns did not appear to differ. Both groups attributed success in mathematics to effort and a …
Psychology (4 works) · Social Psychology (4 works) · Attribution (3 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Developmental psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Scale (ratio (3 works) · Social Psychology (3 works) · Mathematics (2 works) · Academic achievement (1 work)