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ERIC Number: EJ705777
Record Type: Journal
Publication Date: 2004-Jun-22
Pages: 10
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-0013-1172
To What Students Attribute Their Academic Success and Unsuccess
Lebedina-Manzoni, Marija
Education, v124 n4 p699 Sum 2004
Working with students who manifest learning difficulties there are many questions which have to be asked. One of these question is--how they explain their failure and success. Answers to these questions can help in understanding the cause of their problems as well as finding the method to improve effectiveness, success and personal satisfaction. The purpose of this study is to find the students' attribution of academic (under) achievement. Successful students experience testing situation as a challenge and expect good results because they are focused on solving problems and their own emotions. This study wanted to answer the following questions: (1) To what students attribute their academic success and unsuccess? (2) Differences between successful and unsuccessful students in attribution of academic success and unsuccess? and (3) Differences between successful and unsuccessful students in SATQ (Student Automatic Thoughts Questionnaire). The sample consisted of the third (N=57) and the fourth (N=58) year students at University of Zagreb, from the Faculty of Special Education and Rehabilitation (age 20-31). M=22.1; SD=1.65. Almost all students were female (104 were female, 11 were male. The data were obtained during May 2001. The following two instruments were used to measure the results: (1) The questionnaire of attributing success and unsuccess was originally created for this purpose by the author. For the measuring attributing of success we used 23 items and also 23 items for measuring attributing of unsuccess; and (2) The SATQ (Student Automatic Thoughts Questionnaire)--Zivcic-Becirevic & Anic, 1999. SATQ has been developed in Croatian language with the aim to assess the negative and positive automatic thoughts that students have during learning and it is based on the cognitive-behavioural model of learning difficulties.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Croatia