ERIC Number: ED158855
Record Type: RIE
Publication Date: 1975
Reference Count: 0
The Attributional Explanation of Academic Performance by Kindergarteners and Their Teachers. Technical Report #38.
This report presents a study designed to determine if 5-year-olds possess an understanding of causation that conforms to the Weiner et al (1971) achievement model. This paper also studies the similarities between the attributional explanations of 5-year-olds and their teachers. Twenty-eight kindergarten students, largely part-Hawaiian, were asked to explain the outcome of a story in terms of achievement determinants. Each of four teachers of the class was given a questionnaire for each child and asked to explain a given performance in terms of a rating scale of achievement dimensions. Results show outcome (positive and negative), sex, and income to be significantly related to the children's attributional choices. Income and IQ were found to be significantly related to teacher responses. Children's choices of task and ability did not predict teacher responses; choices of luck and effort were significantly related to teacher ratings. The data indicate awarness of the causal nature of achievement in kindergarten-aged children and considerable agreement between teacher and student responses. (Author/CM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: California Univ., Los Angeles. Mental Retardation Research Center.; Hawaii State Dept. of Education, Honolulu.
Authoring Institution: Kamehameha Schools, Honolulu, HI. Kamehameha Early Education Project.
Identifiers: Hawaii; Kamehameha Early Education Program
Note: Paper presented at the Annual Meeting of the American Psychological Association (81st, Montreal, Canada, August 27-31, 1973); For related documents, see PS 009 533-557 and PS 009 559-573