Causal Perception of Pupils’ Success or Failure by Teachers and Pupils: A Comparison

Abstract

This study compared causal perceptions of teachers and pupils regarding pupils' success or failure on a test. Specifically, following a test in a classroom, pupils were asked to evaluate their grade as a success or failure and to attribute causality to the outcome. At the same time, the teacher was asked to fill out the same questionnaire concerning each pupil in the class. This procedure was repeated in eight classrooms. Teachers were found to attribute success to themselves, to home conditions, and to effort and interest on the part of the pupil. The teachers attributed failure to the pupil's lack of preparation, to pupil's low ability, and to test difficulty. Surprisingly, it was found that the causal perception of pupils was similar to that of their teachers.

Using a storybook prompt to uncover inservice and preservice teachers’ dispositions toward struggling students

“…This finding suggests that teachers perceive students as solely responsible for their poor grades. Further, Darom and Bar-Tal (1981) revealed that teachers anticipate academic improvement when they see a change in a student's behavior and that academic improvement is not a function of changes in teacher behavior. Darom and Bar-Tal (1981) also found that elementary students shared teachers' perceptions of who was responsible for success and failure situations.…”

“…Further, Darom and Bar-Tal (1981) revealed that teachers anticipate academic improvement when they see a change in a student's behavior and that academic improvement is not a function of changes in teacher behavior. Darom and Bar-Tal (1981) also found that elementary students shared teachers' perceptions of who was responsible for success and failure situations. Further, elementary students perceived academic failure as a result of their own internal weakness, specifically, their lack of ability.…”

“…Conversely, they perceive students' failure as lack of preparation by the student, low ability, and test difficulty. Darom and Bar-Tal (1981) found that teachers do not attribute student failure to teacher instruction. Hence, teachers attribute a student's poor performance on a spelling test to a lack of ability or poor study skills at home rather than the instruction the student received prior to the test.…”

The attribution of success and failure: The subject/object contrast

“…But there is evidence (Darom & Bar-Ial, 1981) that teachers accept their responsibility for success but not for failure. Lastly, Weiner's first explanation (lack of effort is socially undesirable) may not be sufficient in that lack of ability is equally (or more) socially undesirable (see the example of intelligence in Mugny, 1985).…”

The identification of alienated parents and children: Implications for school psychologists

“…This behavior impacts on teachers by reinforcing preconceived ideas that children who are successful in school come from stable, less alienated backgrounds (Darom & Bar-tal, 1981). The child's success is related to the family's ability to socialize their children and inculcate positive attitudes toward school (Fuller, 1984).…”