NotesFAQContact Us
Search Tips
ERIC Number: ED258637
Record Type: Non-Journal
Publication Date: 1985-Aug
Pages: 19
Abstractor: N/A
Reference Count: N/A
Attributions for Success and Failure in Algebra of Samoan Community College Students: A Profile Analysis.
Powers, Stephen; And Others
Sex differences in attributions for success and failure in algebra of Samoan community college students were examined and compared with attributions of a large group of mainland U.S. students. study included the Mathematics Attribution Scale: Algebra Version (MAS), which assessed students' attributions of achievement in algebra to their effort, their ability, the task, and the environment; the Achievement Motivation Scale, which assessed the degree to which an individual was trying to succeed in school; the Rosenberg Self-Esteem Scale, which measured the self-acceptance aspect of self-esteem; and the Anxiety Scale, which assessed areas of general anxiety. The instruments were administered in class to 127 students enrolled at American Samoa Community College in March 1985. Results were compared with findings from a 1972 study of high school students in Minnesota and Wisconsin. Study findings included the following: (1) men and women students did not differ in their attributions for success and failure in algebra as measured by the MAS; (2) in comparison to mainland students, Samoan students reported a significantly greater attribution for success in algebra to their effort and to a conducive learning environment, and attributed failure to the difficulty of the task to a significantly lesser extent; and (3) Samoan students who attributed their success to their ability tended to be less anxious and have greater self-esteem, while those who attributed their failure to their lack of ability tended to be more anxious. (AYC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: American Samoa