ERIC Number: ED175902
Record Type: RIE
Publication Date: 1979-Apr
Pages: 15
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Socio-cultural Differences and Developmental Changes in Continuing Motivation, Evaluation Anxiety, and Attributions of Success and Failure.
Fyans, Leslie J., Jr.
Students' reported reasons for academic success or failure (categorized as ability, effort, task difficulty, or luck) were studied simultaneously in over 1,000 students in grades 4, 8, and 11. Differences between 16 attributional groups (4 success x 4 failure) were reported by discriminant analysis, according to grade, sex, and ethnic group--Oriental, American Indian, Black, Hispanic, Caucasian, and other. Variables traditionally associated with effort (continuing achievement motivation, family background, homework, and extra-curricular reading habits and resources) and variables associated with ability (including test comfort or low test anxiety) were intercorrelated and examined for age, sex, and ethnic differences. (CP)
Descriptors: Academic Achievement, Age Differences, Anxiety, Attribution Theory, Cultural Differences, Elementary Secondary Education, Family Influence, Grade 11, Grade 4, Grade 8, Individual Differences, Motivation, Parent Background, Parent Participation, Performance Factors, Research Reports, Sex Differences, Test Anxiety
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (63rd, San Francisco, California, April 8-12, 1979)
