Attributions, group size, and exposure time as predictors of elementary children's performance on a microcomputer task

Baron, Lois J.; D'Amico, Miranda; Sissons, Mary Elizabeth; Peters, Patricia L.

doi:10.1016/0747-5632(95)00025-9

Cited by 6 publications

(2 citation statements)

References 31 publications

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“…Although little research has examined the effects of college students’ attributions for academic computing experiences, with relevant computing research having focused on K-12 experiences (e.g., [ 32 – 35 ]), some studies do suggest potential links between attributions for computing difficulties and post-secondary learning and achievement. For example, findings with college students show qualitative differences between internal and external attributions for web search effectiveness [ 36 ], that ability attributions for failure in a computer course correlate with lower enrolment [ 37 ], and the prevalence of attributions to controllable factors (e.g., practice) in computer programming courses [ 38 ].…”

Section: Causal Attributions In Educational Settingsmentioning

confidence: 99%

Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems

et al. 2018

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As technology becomes increasingly integrated with education, research on the relationships between students’ computing-related emotions and motivation following technological difficulties is critical to improving learning experiences. Following from Weiner’s (2010) attribution theory of achievement motivation, the present research examined relationships between causal attributions and emotions concerning academic computing difficulties in two studies. Study samples consisted of North American university students enrolled in both traditional and online universities (total N = 559) who responded to either hypothetical scenarios or experimental manipulations involving technological challenges experienced in academic settings. Findings from Study 1 showed stable and external attributions to be emotionally maladaptive (more helplessness, boredom, guilt), particularly in response to unexpected computing problems. Additionally, Study 2 found stable attributions for unexpected problems to predict more anxiety for traditional students, with both external and personally controllable attributions for minor problems proving emotionally beneficial for students in online degree programs (more hope, less anxiety). Overall, hypothesized negative effects of stable attributions were observed across both studies, with mixed results for personally controllable attributions and unanticipated emotional benefits of external attributions for academic computing problems warranting further study.

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Section: Causal Attributions In Educational Settingsmentioning

confidence: 99%

Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems

et al. 2018

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“…Significant empirical research has investigated computing-related causal attributions in K-12 settings (e.g., Baron et al 1996;Campbell 1990;Nelson and Cooper 1997), with research having increasingly explored the impact of computing-related attributions in higher education. For example, research with German samples has shown students' attributional style concerning hypothetical computing issues (i.e., dimensions of globality, stability, internality, controllability) to correlate significantly with their self-concept of computing ability, with females demonstrating a less favorable attributional style than males (e.g., lower controllability, higher stability; Dickhäuser and Stiensmeier-Pelster 2002).…”

Section: Empirical Research On Attributions For Computing Problemsmentioning

confidence: 99%

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

2018

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As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students' academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

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Gender differences in attributions about microcomputer learning in elementary school

1995

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Attributions, group size, and exposure time as predictors of elementary children's performance on a microcomputer task

Cited by 6 publications

References 31 publications

Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems

Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

Gender differences in attributions about microcomputer learning in elementary school

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