Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning

Wolters, Christopher A.; Fan, Weihua; Daugherty, Stacy G.

doi:10.1080/00220973.2012.700498

Cited by 35 publications

(36 citation statements)

References 53 publications

(106 reference statements)

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“…In the majority of quantitative studies applying Weiner's attribution theory, surveys were used to investigate individuals' attribution on four basic aspects: ability, task difficulty, effort, and luck (e.g., Wolters, Fan, & Daugherty, 2013;Schatt, 2011). Developed differently from quantitative studies, qualitative studies often ask about a variety of attribution types beyond the four basic types (Dunn, Osborne, & Rakes, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…These reasons, according to Weiner's (2010) attribution theory, were divided into different categories. It is well documented in the literature that attributions have both psychological and behavioral consequences (Weiner, 2010;Wolters, Fan, & Daugherty, 2013). Attributions impact students' expectation of future success and emotions associated with later successes.…”

Section: Discussionmentioning

confidence: 99%

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Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Bennett

Olsen

et al. 2018

AJEE

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Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a firstsemester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students' attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students' attributions of homework incompletion according to Weiner's attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student's attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students' reasons for homework incompletion varied across the three dimensions of Weiner's attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.Keywords: Attribution; Motivation; First Year Students; Homework INTRODUCTION ngaging in homework assignments is one of the most important parts of students' out-of-class learning. It is a critical avenue for deepening students' understanding of in-class knowledge, it helps students build their own knowledge system, and in general, homework contributes to overall academic success (Cooper, Robinson, & Patall, 2006;Vatterott, 2009). While participation in homework has been shown to have positive impacts on learning, many educators have difficulty in getting their students to complete assigned homework problems. Research on academic motivation has provided several interventions for encouraging students to complete homework assignments, but this research does little to highlight the reasons why students perform at different levels of homework completion rates in a particular course or to suggest which interventions are most appropriate for these different reasons. This paper discusses a qualitative research study that sought to understand the reasons why students do not complete homework assignments. Using attribution theory as a guiding framework, this study sought to understand the student-defi...

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Bennett

Olsen

et al. 2018

AJEE

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“…Teorie atrybucyjne stanowią ważny obszar badań w psychologii poznawczej, rozwojowej i w psychologii uczenia się (Chodkiewicz, Boyle, 2014;Seligman, 2010;Sędek, 2001;Valas, 2001;Wolters, Fan, 2013). Zakładają one, że ludzie dysponują zbiorem przekonań, schematów oraz naiwnych teorii determinują-cych ich myślenie przyczynowe.…”

Section: Wstępunclassified

“…Odnosi się to zarówno do siły, jak i kierunku tych zależności (Houston, 2016). Część badań potwierdza osiąganie niższych wyników przez osoby, które odnosząc porażki, dokonują atrybucji do czynników stałych, globalnych i wewnętrznych (Henry, Martinko, Pierce, 1993;Peterson, Barett, 1987;Wolters, Fan, 2013). W innych badaniach nie stwierdzono istotnego związku między stylem atrybucyjnym a osiągnięciami w nauce (Ciżkowicz, 2009;Fazio, Palm, 1998;Gibb i in., 2002;Musgrave-Marquart, Bromley, Dalley, 1997;Ralph, Mineka, 1998) lub uzyskano efekt odwrotny -studenci z pesymistycznym stylem atrybucyjnym osiągnęli wyższe wyniki w nauce (Houston, 1994;Satterfield, Monahan, Seligman, 1997).…”

Section: Wstępunclassified

“…Jak wspomniano we wstępie, w tym przypadku konkluzje są niejednoznaczne. W części badań potwierdzono założenia modelu teoretycznego (Henry i in., 1993;Peterson, Barett, 1987;Wolters, Fan, 2013), w innych wskazano na brak związku między stylem wyjaśniania a osiągnię-ciami akademickimi (Ciżkowicz, 2009;Fazio, Palm,1998;Gibb i in., 2002;Musgrave-Marquart i in., 1997;Ralph, Mineka, 1998), w jeszcze innych, do których należy zaliczyć prezentowane badania, zależność występuje, ale jej kierunek jest odwrotny (Houston, 1994;Satterfield i in., 1997;Yee, Pierce, Ptacek, Modzelesky, 2003).…”

Section: Dyskusjaunclassified

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Wyuczona bezradność jako zmienna pośrednicząca między stylem atrybucyjnym a osiągnięciami akademickimi

Ciżkowicz

2017

PBE

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Theories and empirical studies link attributional style with many areas of everyday life including academic performance. Attributional style is also a theoretical construct important in explaining the motivation of achievement and development of learned helplessness. The present study was conducted on a sample of 328 undergraduate students. This study examines the relationship between the attributional style and academic performance, taking into account the role of helplessness as mediator and moderating role of gender. The Attributional Style Questionnaire (ASQ; Peterson et al., 1982) was used to measure the attributional style. The anxiety and happiness were used as criterial variables in assessing the relevance of ASQ. The assessment of their psychometric properties allowed to choose the aggregation level with satisfactory reliability (α>0,70) and validity. Attributional style shows a weak (failure β = 0.21; successful β = -0.13) but significant relationship with achievement in science. The introduction of learned helplessness, as an mediating variable revealed a significant effect of suppression (failure β = 0.28; successful

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Development of Achievement Motivation and Engagement

Wigfield

Eccles

Fredricks

et al. 2015

Handbook of Child Psychology and Developmental Science

475

394

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In this chapter we review the research on the development of children's motivation and engagement. We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school. We take a social‐cognitive expectancy‐value theoretical perspective to organize our discussion of this work. We first discuss the development of children's motivation and engagement and take another look at the often‐observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children. We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development. The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years. In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively. We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children. We discuss the need for more integrative studies of how parents and also teachers impact children's motivation. We conclude the chapter with a discussion of important future directions: A continuing focus on culture and motivation, further examination of motivation in specific domains and contexts, a stronger focus on biological influences on the development of motivation, and a consideration of unconscious processes and their impact on the development of motivation.

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Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning

Cited by 35 publications

References 53 publications

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Wyuczona bezradność jako zmienna pośrednicząca między stylem atrybucyjnym a osiągnięciami akademickimi

Development of Achievement Motivation and Engagement

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