Causal Attributions of Underachieving Fourth-Grade Students in China, Japan, and the United States

Dados Bibliográficos

ID2315979
AutoresPaul Tu, Paul Tuss (University of California, Santa Barbara, autor correspondente), Jules M Zimmer (University of California, Santa Barbara), Jules Zimmer (University of California, Santa Barbara), Hsiuzu Ho (0000-0002-2496-6112, University of California, Santa Barbara)
Ano1995
Volume26
Fascículo4
Páginas408-425
Data de publicação1995-07-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Cross-Cultural Psychology (JOURNAL)
Identificadores do periódicoISSN: 0022-0221 • E-ISSN: 1552-5422
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022022195264006
OpenAlexW2105517751
IdiomaEN
Citações recebidas12
Referências citadas22

Discrepancy between predicted and actual achievement scores was standardized within China, Japan, and the United States; 85 of 738 fourth-grade students were identified as underachievers. An equal-sized group of students achieving in the expected range was created with a matching procedure. All subjects responded to open-ended questions addressing their beliefs about the reasons for successful and unsuccessful mathematics performance. The students' responses were categorized and analyzed according to Weiner's attributional theory of achievement motivation. Asian students perceived controllable causes, particularly effort, to play a greater role in performance outcomes than did their American peers. Implications are discussed regarding the role causal beliefs and cultural factors may play in the underachievement phenomenon

Academic achievement · Attribution · China · Developmental psychology · Matching (statistics · Mathematics education · Political science · Education, Achievement, and Giftedness · Medicine · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation