ERIC Number: ED205884
Record Type: RIE
Publication Date: 1981-May
Attributions of Achievement for Academic Achievement: A Field Study.
Griffin, Betsy Q.; And Others
Research has found that, in many performance situations, attributions of success and failure may reflect numerous experiences occurring over time. To expand this research, achievement attributions in an extended ego-involving situation, i.e., performance in an academic course, were examined. In addition to the traditional causes of effort, ability, luck, and task difficulty, students (N=114) in math and psychology courses were asked for attributions concerning teacher's performance and interest in the course. Questionnaires about perceptions of and reasons for their performance in the course were presented to the students late in the semester. The highest attributions for performance were made to effort, teacher's performance, and interest. Successful students made higher attributions to teacher's performance, effort, ability, and interest. Correlational analyses indicated that for males, attributions to ability increased with perceived success; for females, attributions to interest and effort were correlated with perceived success. The results demonstrate that attributions for extended performance in an academic course are similar to those made in less ego-involving tasks. (Author/NRB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwestern Psychological Association (53rd, Detroit, MI, April 30-May 2, 1981).