An Individual Differences Measure of Attributions That Affect Achievement Behavior
| Autor: | N. C. Higgins, Mitchell R. P. LaPointe |
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| Jazyk: | angličtina |
| Rok vydání: | 2012 |
| Předmět: | |
| Zdroj: | SAGE Open, Vol 2 (2012) |
| Druh dokumentu: | article |
| ISSN: | 2158-2440 21582440 |
| DOI: | 10.1177/2158244012470110 |
| Popis: | Attributing a negative achievement outcome (e.g., failing a test) to causes that are personally uncontrollable and stable elicits a low expectancy of future success, feelings of hopelessness in that domain, and reduced behavioral efforts to succeed. Thus, a tendency to make such attributions (i.e., dysfunctional academic attributional style ) is an individual differences variable that puts people at risk. Two studies examine the factor structure and predictive validity of the Academic Attributional Style Questionnaire (AASQ). Study 1 (using two independent samples) found that the AASQ is a factorially valid measure of functional and dysfunctional attributional styles. In Study 2, during repeated failure in an academic task, the success expectancies, hopefulness, and behavioral persistence of students with a dysfunctional attributional style were lower than those of students with a functional attributional style. These findings modify the attributional theory of achievement motivation (Weiner, 1985) by positing an individual differences moderator variable (i.e., attributional style) and extend attributional research on at-risk students. |
| Databáze: | Directory of Open Access Journals |
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