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ERIC Number: ED301589
Record Type: RIE
Publication Date: 1988
Pages: 17
Abstractor: N/A
Reference Count: N/A
Teachers' Attributions for Students' Low Achievement: A Validation of Cooper and Good's Attributional Categories.
Tollefson, Nona; And Others
Teacher's explanations for students' low achievement were reliably classified using the attributional coding system proposed by H. M. Cooper and T. L. Good (1983). Study subjects were 20 male and 24 female teachers enrolled in graduate classes at a midwestern university. All grade-level teaching assignments (primary school through college/university levels) were represented in the sample. Teachers completed a four-part structured questionnaire covering perceived reasons for poor work by students, methods of working with students and satisfaction with the instructional environment, expectations for students' future work, and feelings about students. Teachers most frequently attributed low achievement to a typical pattern of low effort. They viewed acquired student characteristics (i.e., poor work habits) as more important than either teacher variables or classroom variables in explaining students' low achievement. Implications of these attribution patterns for developing students' self-esteem are discussed. Three data tables conclude the document. (TJH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwest Educational Research Association (Chicago, IL, 1988).