Attribution Theory and Personality Traits among EFL Learners

Asghari, Arezoo; Fatemi, Azar Hosseini; Pishghadam, Reza

doi:10.5296/ijl.v4i2.1451

Cited by 8 publications

(8 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Asghari et al [17] EFL students have some perceptions of their learning and these opinions are affected by many factors, such as individual differences and specific personality characteristics. The ample amount of research on personality and its impact on EFL learning has been conducted.…”

Section: Personality and Efl Learningmentioning

confidence: 99%

Influence of Personality and Learning Styles in English Language Achievement

Faisal¹

2019

JSS

View full text Add to dashboard Cite

Reconnoitering the factors that may impact the academic achievement of learners is relevant for instructional scientists. The absence of knowledge of this likely connection with teachers and learners can lead to discouragement of the further perseverance of language learners. The present study seeks to define the prevalence of personality types and learning styles in Bangladeshi context as well as to address the impact of traits and styles on the samples (N = 676). A cross-sectional quantitative research design was used for this study and self-reported BFI questionnaire, VARK questionnaire and an achievement test were used for collecting relevant data. Analysis of data shows that Agreeable is the most dominant trait for both boys and girls. Again, boys prefer multiple learning styles (multimodal) whereas girls prefer Auditory. In this study, some demographic factors, personality traits and learning styles of the learners were discovered to have an important connection with GPA. Study results indicate that there is a statistically significant association between Multimodal and academic achievement. At the same time, the relationship between the trait extraversion and EFL learners, English language achievement is also found statistically significant. The results of the research questions are highly expected to offer educators some idea of amending the country's state of affairs in terms of EFL teaching and learning not just in Bangladesh but in other non-English nations as well. Further study can be done in exploring the learning styles and personality traits of the teachers as it is observed in previous studies that these are significantly related to the academic excellence.

show abstract

Section: Personality and Efl Learningmentioning

confidence: 99%

Influence of Personality and Learning Styles in English Language Achievement

Faisal¹

2019

JSS

View full text Add to dashboard Cite

show abstract

“…Whatever the attribution, it will positively or negatively impact students' achievements and therefore their motivation, feelings, behavior, and school decisions. Hence the importance of understanding this process in educational environments and in particular from the perspective of students (Weiner, 2010a). Finally, in order to understand the attributional styles of individuals and in particular students, it is important to consider at least three variables involved in the process of building causality schemes.…”

Section: Introductionmentioning

confidence: 99%

“…Finally, the third variable is the management of impressions that individuals make to manipulate the causal beliefs of others, using resources such as denying, making excuses, and seeking justifications, especially when school objectives are not achieved. Weiner (2010a) notes that causal attributions have at least four characteristics:…”

Section: Introductionmentioning

confidence: 99%

“…• Locus or location. Considering Rotter's (1966) contributions to control locus, Weiner (2010a) notes that the causes of a fact can be perceived from within or outside the actor, can be made internal or external attributions. In this way, the one who makes external attributions to his achievements depends on the environment and the others.…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, Weiner (2010a) notes that these dimensions provide the meaning that students will use to explain their academic achievement. For example, he has found that controllable and temporarily stable attributions positively impact motivation for study, persistence and academic achievement, producing feelings of pride in students.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

To What Factors do University Students Attribute Their Academic Success?

García

2021

ERIES Journal

View full text Add to dashboard Cite

This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students’ grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.

show abstract