ERIC Number: ED306488
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Consistency of Children's Causal Attributions across Content Domains.
During the last decade, the attributional aproach to achievement motivation has evolved into a powerful theory of motivated classroom behavior. Causal attributions, and their dimensional nature, are seen as influencing achievement behaviors through their effects on the expectations that individuals hold for outcomes in future achievement situations and on the affective reactions that individuals experience as a result of academic successes and failures. This study investigated the cross-content consistency of attributions to an expanded range of school subjects. Content areas included were reading, writing, mathematics, social studies, and science. Consistency of four attributions--ability, effort, task ease/difficulty, and luck--across the different content areas was examined. Subjects were fifth grade students (N=109) from two public elementary schools. Results of the study indicated that attributions to effort and luck were the most consistent, while attributions to ability and task difficulty appeared to be the most content-specific. Gender-related differences in children's attributions were largely absent, with the exception of attributions to luck. Analysis of attributions within content domains indicated that attributions to effort were most prominent, particularly for successful outcomes. (ABL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).