ERIC Number: ED189128
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
General versus Task-Specific Measures of Children's Causal Attributions: Their Relationship to Achievement Behavior and Reading Ability.
Butkowsky, Irwin S.
The relationships of children's perceptions of the causes of academic success or failure to achievement behavior and to reading ability were examined using two measures: Crandall's Intellectual Achievement Responsibility Scale (IAR), and a measure of students' causal attributions relating to performance of a single, specific task. Subjects were fifth grade boys of good, average, or poor reading ability who were later assessed on a reading task in which success or failure was manipulated. An assessment was also made of the subjects' initial expectations of success, persistence in the face of difficulty, and causal attributions for success or failure in the reading task which had a manipulated outcome. The IAR yielded scores representing total internal locus of control, internality for success, and internality for failure, as well as subscores reflecting causal attributions of ability or effort. IAR results demonstrated poor convergent validity with the task-specific causal attribution measure. The task-specific measure appeared to have greater predictive validity in relation to reading test performance and to general reading ability, than the IAR, which measured a general or global perception of locus of control. (Author/GDC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Anagrams; Intellectual Achievement Responsibility Quest
Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April 7-11, 1980). Faint type may not reproduce clearly.