Attributions for Success and Failure in Algebra among Men and Women Attending American Samoa Community College
Bibliographic Data
| ID | 13657996 |
|---|---|
| Authors | Melisa Choroszy (University of Hawaii System, corresponding author), Brent A Cool (Piedmont Virginia Community College), Stephen Powers (Tucson Unified School District), Peggy Douglas (0009-0007-5438-386X, University of Arizona) |
| Year | 1987 |
| Volume | 60 |
| Issue | 1 |
| Pages | 47-51 |
| Publication date | 1987-02-01 |
| 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/pr0.1987.60.1.47 |
| OpenAlex | W2171860588 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
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 conducive learning environment and did not attribute failure in algebra to the difficulty of the topic
Algebra over a field · American samoa · Attribution · Community college · Developmental psychology · Geography · Medical education · Pure mathematics · Samoan · Scale (ratio · Task (project management · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Educational and Psychological Assessments · Engineering · Mathematics · Medicine · Psychology · Social Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 2004 - 2004 (1) |
| Highly cited | No |