NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1272797
Record Type: Journal
Publication Date: 2020-Dec
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
Effort and Ability Attributions as Explanation for Differences in Study Choice after Failure: Evidence from a Hypothetical Vignette Study among First-Entry Bachelor Students in a Belgian University
Cincinnato, Sebastiano; Engels, Nadine; Consuegra, Els
European Journal of Psychology of Education, v35 n4 p931-953 Dec 2020
This study investigates to what extent differences in ability and effort attributions can explain students' reluctance to reorient after failure in the first year at the university. Reluctance to reorient after failure increases the likelihood of drop out. The empirical investigation is based on a sample of fulltime first-entry bachelor students enrolled in a social or behavioural science study programme at a Belgian university (N = 432). These students were asked to assess their study choices in a hypothetical failure scenario. Logit regression indicates that attributing failure to lack of ability is associated with a stronger tendency to reorient after failure. Furthermore, path analysis suggests that male students' reluctance to reorient after failure is at least partially explained by their weaker tendency to attribute failure to lack of ability. Given the malleability of attributions, we argue that study counselling services can benefit from the insights of this study.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium