Attributions for Success and Failure of Academically Gifted High School Students
Bibliographic Data
| ID | 13650394 |
|---|---|
| Authors | Stephen Powers (Tucson Unified School District, corresponding author), Peggy Douglas (0009-0007-5438-386X, University of Arizona) |
| Year | 1983 |
| Volume | 53 |
| Issue | 2 |
| Pages | 597-598 |
| Publication date | 1983-10-01 |
| 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/pr0.1983.53.2.597 |
| OpenAlex | W2324775111 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
The 24-item Multidimensional-Multiattributional Causality Scale: Achievement was administered to 74 academically gifted students enrolled in the University of Arizona's Precollege Program for Gifted and Talented Students. Attributions for academic success or failure to ability, effort, context, and luck were examined. Data supported predictions derived from attribution theory that academic success would be attributed to ability and effort, and academic failure would be attributed to lack of effort
Academic achievement · Attribution · Causality (physics · Context (archaeology · Developmental psychology · Luck · Mathematics education · Scale (ratio · Academic and Historical Perspectives in Psychology · Medical Education and Admissions · Psychology · Psychometric Methodologies and Testing · Social Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 2004 - 2004 (1) |
| Highly cited | No |