A multi‐level analysis of cultural experience and gender influences on causal attributions to perceived performance in mathematics

Cramond

2004

Gifted Child Quarterly

This is a replication of a study designed by Tannenbaum (1962) and repeated by Cramond and Martin (1987) measuring U.S. attitudes toward intelligence by having respondents rate 8 hypothetical students who varied in their combinations of athleticism, effort, and academic ability. This study investigated 132 Korean preservice and in-service teachers’ attitudes on the same measure. Both Korean teacher groups favored athleticism and nonstudiousness over academic brilliance and showed a gender bias by designating their preferred characters as boys more often. The least favored character was the academically brilliant, studious, nonathletic student—often considered traditionally gifted—and usually designated as a girl. The anti-intellectualism, sport-mindedness, and gender bias in the present study’s Korean participants was similar to that found in the American samples. These results suggest a need for better teacher training and understanding of gifted students. This study is important because it reminds us of future and current teachers’ views of gifted students, especially in Korea, where gifted education is now being initiated. Also, it demonstrates the ubiquitous nature of anti-intellectualism, even in a country considered to value academics.

Section: Discussionsupporting

confidence: 81%

Korean Teachers’ Attitudes Toward Academic Brilliance

Cramond

2004

Gifted Child Quarterly

Community College Journal of Research and Practice

“…Self-beliefs and attributions regarding success and failure are significantly related to achievement (House, 2003;Kivilu & Rogers, 1998;McMillan & Forsyth, 1981). College students facing academic failure are threatened with the harmful consequences that come with that failure and which may affect their self-esteem, confidence, and mastery of the academic material.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

“…Literature in the field of attribution theory suggests a relationship between the way students explain the causes of their academic performance and academic achievement (House, 2003;Kivilu & Rogers, 1998;McMillan & Forsyth, 1981). Researchers have reported that attributions can influence how individuals react to success and failure on achievement-type tasks.…”

mentioning

confidence: 97%

Causal Attributions for Success or Failure of Students in College Algebra

Cortés-Suárez

Sandiford

2008

Research in the field of attribution theory and academic achievement suggests a relationship between a student's attributional style and achievement. Theorists and researchers contend that attributions influence individual reactions to success and failure. They also report that individuals use attributions to explain and justify their performance. Studies in mathematics education identify attribution theory as the theoretical orientation most suited to explain academic performance in mathematics. This study focused on the relationship among a high risk course, low success rates, and attribution by examining the difference in the attributions passing and failing students gave for their performance in College Algebra. Students from a large urban community college in South Florida (n ¼ 410) self-reported their performance on an in-class test by providing open-ended attribution statements to explain the cause of their performance. They then attributed their performance along the dimensions of locus of causality, stability, personal controllability, and external controllability using the Causal Dimensions Scale (CDSII). The open-ended attribution statements were coded in relation to ability, effort, task difficulty, and luck and compared using a Pearson chisquare procedure. The quantitative data compared the passing and failing groups and their attributions for performance on the test using One-way ANOVA and Pearson chi-square procedures. The results of

Procedia - Social and Behavioral Sciences

“…According to Weiner (1974Weiner ( , 1986, a child may attribute test results to several factors, including ability or effort, assistance from the teacher, and the difficulty level of the test. Furthermore, prior research indicates that different attribution patterns have been identified for successful and unsuccessful students (Kivilu & Rogers, 1998;McMillan & Forsyth, 1981). These attributions differ from one another in three primary ways: locus, stability, and controllability (Weiner, 2000).…”

Section: Attribution and Academic Achievementmentioning

confidence: 97%

The Effect of Attribution Retraining on the Academic Achievement of High School Students in Mathematics

Sukariyah

Assaad

2015

This research explored the effect of attribution retraining on high school students' academic performance in mathematics. The purpose of the study was to modify students' attributions regarding their achievement in mathematics and to teach them adaptive styles of attributions. Sixty-seven students from grades 10 and 11 conducted the Attribution Questionnaire as a pre-test. Twentytwo students were chosen for the experimental group based on their low score on the questionnaire. The control group which had been selected from the other 45 students was formed by matching their results in mathematics with that of the experimental group. Both the experimental and control groups were equal in number (n=22). The study used a pretest-posttest control group design with matching. Although, random assignment of subjects to experimental and control groups was not performed, the research design is a form of quasi-experimental one. The results demonstrated the positive effect of attribution retraining on students' academic achievement in mathematics and their attribution styles. In adopting adaptive attributions, students in the experimental group were able to view their success as a result of effort and ability rather than luck and task difficulty. It is recommended that the training applied in this research be implemented in developmental guidance programs.