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Initial Validity and Reliability of the Trent Attribution Profile (TAP) As a Measure of Attribution Schema and Locus of Control.
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Wong, Paul T. P.; And Others – Educational and Psychological Measurement, 1978
The Trent Attribution Profile provides measures of locus of control and stability which can be further partitioned into individual attribution elements (ability, effort, task difficulty, luck). Reliability and validity data are reported. (Author/JKS)
Descriptors: Adults, Attribution Theory, Higher Education, Locus of Control
The Reliability and Construct Validity of the Multidimensional-Multiattributional Causality Scale.
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Powers, Stephen; Rossman, Mark H. – Educational and Psychological Measurement, 1983
The reliability and validity of the Multidimensional-Multiattributional Causality Scale was examined for 350 American community college students, ranging in age from 17 to 59. The attributions of ability, effort, context, and luck emerged as well as distinctions between attributions related to academic success or failure. (Author/PN)
Descriptors: Attribution Theory, Ethnic Groups, Factor Structure, Locus of Control
The Factorial Validity of the Multidimensional-Multiattributional Causality Scale.
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Powers, Stephen; And Others – Educational and Psychological Measurement, 1983
The Multidimensional-Multiattributional Causality Scale (MMCS) was administered to 74 academically gifted high school students. Data analysis supported the factorial validity of the MMCS. However, several limitations of the scale are discussed. (Author/PN)
Descriptors: Academic Achievement, Attribution Theory, Gifted, High Schools
Relationships of Locus of Control to Academic Ability, Academic Performance, and Performance-Related Attributions.
Peer reviewed Peer reviewed
Edwards, Jack E.; Waters, L. K. – Educational and Psychological Measurement, 1981
Scores on the Rotter I-E scale were correlated with scores on the verbal subtest of the College Qualification Test, cumulative grade point average, and attributions of performance to ability, effort, course difficulty, and luck. The I-E scores were unrelated to either verbal ability or grade point average. (Author/GK)
Descriptors: Academic Ability, Academic Achievement, Attribution Theory, College Students