ERIC Number: ED335608
Record Type: RIE
Publication Date: 1991-Aug
Reference Count: N/A
School Achievement and Causal Attribution Patterns among Low Income Students.
Gama, Elizabeth Maria Pinheiro; de Jesus, Denise Meyrelles
This research assessed the impact of the experience of academic success and failure on the causal attribution patterns of low income Brazilian elementary school students. The sample consisted of 147 first, third, and fifth graders, previously classified as success or failure students. Causal attribution was measured through individual interviews and content analyzed according to Weiner's dimensions: locus, causality, and controllability. First graders were pre- and post-tested. The cross-sectional analysis across the grades revealed the differential impact of school success and failure on the students' attributional patterns. While there was no difference between groups until the third grade, fifth graders classified as success or failure students presented a different attributional configuration. Among the fifth grade success students, the predominant attributional pattern to success was internal, stable, and controllable, suggesting consistent academic motivation, higher expectations of future success, pride, and self-esteem. Among the failure students, the predominant attributional pattern for failure situations was internal, stable, and uncontrollable, suggesting lower expectations of success and the arousal of feelings of fear, generated by the anticipation of future failures, reduced self-esteem, and feelings of shame. (Author/NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (99th, San Francisco, CA, August 16-20, 1991).