Attributions for School Achievement of Low-Achieving Indian and Caucasian Community College Students
Bibliographic Data
| ID | 13648566 |
|---|---|
| Authors | Stephen Powers (Tucson Unified School District, corresponding author), Mark H Rossman (Arizona State University) |
| Year | 1984 |
| Volume | 55 |
| Issue | 2 |
| Pages | 423-428 |
| Publication date | 1984-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1984.55.2.423 |
| OpenAlex | W2051695789 |
| Language | EN |
| Citations received | 2 |
| References cited | 10 |
Attributions for school achievement, achievement motivation, and expectancy of success were examined among 211 Indian and Caucasian community college students enrolled in a remedial reading class. Students were administered the Multidimensional-Multiattributional Causality Scale. Indians attributed their school failure more to lack of effort than did Caucasians. Gender differences did not appear. Attributions of school success correlated positively with achievement motivation for Indians but not for Caucasians. Results suggest the necessity of examining response patterns and not just summated scales when investigating group differences
Academic achievement · Attribution · Causality (physics · Developmental psychology · Expectancy theory · Mathematics education · Need for achievement · Reading (process · Remedial education · Scale (ratio · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Racial and Ethnic Identity Research · Social Psychology
The analysis of subjective culture
Simultaneous Statistical Inference
The Factorial Validity of the Multidimensional-Multiattributional Causality Scale
The Reliability and Construct Validity of the Multidimensional-Multiattributional Causality Scale
Risk Taking and Academic Success and their Relation to an Objective Measure of Achievement Motivation
Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success1
Attributions for Achievement-Related Events, Expectancy, and Sentiments
| Citations per year | 0.07 |
|---|---|
| Citation span | 1999 - 2004 (6) |
| Highly cited | No |