ERIC Number: ED244830
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Attribution Theory and Mathematics Education.
Causal attribution theory, including the concept of learned helplessness, has been used to explain student motivation and achievement in school. In this paper, a model is developed which explains how attribution theory could explain student effort and achievement in mathematics. According to the model, student perceptions of success or failure in mathematics are followed by attributions which then influence effort and finally achievement. Learned helplessness or mastery-oriented attributional styles are expected to develop when attributions are made in a consistent fashion over an extended period of time. Three directions for research relating attributions and mathematics education are also discussed. The first involves studies to validate the model, the second suggests new instruments, and the third deals with possibilities for changing students' attributional styles in mathematics. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April, 1984).