Motivation and Attribution at Secondary School: the role of gender

Lightbody, Pauline; Siann, Gerda; Stocks, Ruth; Walsh, David

doi:10.1080/0305569960220102

Cited by 67 publications

(49 citation statements)

References 12 publications

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“…Females significantly differed from males in conceptions of learning as 'Internal attribution for success and gratitude towards the teacher' (see, Vezzani & Miniati, 2010). Personal involvement, alongside closeness to the teacher is similar to previous research findings (Lightbody, Siann, Stocks, & Walsh, 1996;Lloyd, Walsh, & Yailagh, 2005). In our interpretation, the internal attribution highlighted by this conception of learning is related to a sense of controllability (Elliot & Dweck, 1988) that could concur to explain the better performances reached by females rather than males (see, ANVUR, 2013;Eurydice, 2010).…”

Section: Resultssupporting

confidence: 75%

University students’ conceptions of learning across multiple domains

2017

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2University students' conceptions of learning across multiple domains AbstractResearch on students' conceptions of learning is a growing and complex area of interest in the field of psychology of education. Even though much of the investigation addressed to explore conceptions of learning at the university level, still less research has considered how naïve (i.e.'learning as reduction of deficit knowledge through individual effort') and sophisticated (i.e. 'learning as opportunity and self-efficacy') conceptions of learning are related to personal and contextual factors. This research investigated how gender, academic area, and level of study influence university students' conceptions of learning. 346 university students participated in the study. They were either from humanities (240) or technical-scientific (106) areas of study and they were attending either a Bachelor (140) or Master's degree (206) course. Conceptions of learning were explored using a self-report instrument (LCQ: Learning Conceptions Questionnaire). A MANOVA revealed that females show conceptions of learning more related to social and motivational aspects of learning with a greater personal involvement, compared with males. No typical pattern of conceptions of learning was found for humanities students or for technicalscientific students. Increasing with the level of study, students showed both naïve and sophisticated conceptions of learning increased, since both 'learning as reduction of deficit knowledge through individual effort' and 'learning as opportunities and self-efficacy' were more likely. Implications of these results and future lines of research will be discussed.

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Section: Resultssupporting

confidence: 75%

University students’ conceptions of learning across multiple domains

2017

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“…As investigações realizadas sobre essa questão nas décadas de setenta e oitenta concluíram que as mulheres, ao fazerem atribuições a seu sucesso acadêmico, eram mais externas que os homens, que, por sua vez, mostravam-se mais internos (Whitley, McHugh & Frieze, 1986). Mais recentemente, contudo, as diferenças de gênero na atribuição desapareceram ou têm se mostrado muito pouco significativas (Bell & cols., 1994;Birenbaum & Kraemer, 1995;Lightbody, Siann, Stocks & Walsh, 1996;Wigfield, 1988).…”

Section: Discussionunclassified

Atribuição de causalidade ao sucesso e fracasso escolar: um estudo transcultural Brasil-Argentina-México

Ferreira¹,

Assmar²,

Omar³

et al. 2002

Psicol. Reflex. Crit.

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ResumoO estudo comparou os mecanismos atribuicionais utilizados por alunos brasileiros, argentinos e mexicanos, ao explicarem o sucesso e fracasso escolar. A amostra compôs-se de 1594 estudantes de bom ou mau rendimento escolar, de ambos os sexos, com idades entre 14 e 20 anos e pertencentes a escolas públicas e particulares de ensino médio, que responderam a um questionário sobre as causas de seu próprio desempenho, do de seus colegas, de alunos de outro tipo de escola e de outras nacionalidades. Os três grupos nacionais adotaram prioritariamente o esforço como causa explicativa do próprio sucesso e fracasso escolar e do de outros alunos, embora tenham ocorrido diferenças entre os padrões atribuicionais, em função da nacionalidade, sexo e tipo de escola. Tais resultados são discutidos com base nos vieses atribuicionais associados à tendência auto-servidora e ao erro fundamental de atribuição e nas peculiaridades culturais que caracterizam os três países. Palavras-chave: Atribuição de causalidade; desempenho escolar; estudo transcultural. Causal Attribution to Success and Failure in School: A Transcultural Study Brazil-Argentin-Mexico AbstractThe attributional mechanisms used by Brazilian, Argentinean and Mexican students to explain the academic success and failure were compared. The sample consisted of 1594 high school students of both sexes separated into either high or low achievement groups, attending either public or private institutions. They were asked to indicate the causes of their own performance, of their classmates, of students from a different kind of school and of students from another country. Effort was chosen by the majority of students from the three national groups as an explanation of either success or failure of their own, of other students from the same country and of students from different countries, albeit observed differences in attributional patterns as a function of nationality, sex and type of school. These results are discussed based both on the self-serving attributional bias and the fundamental attribution error theoretical framework, by taking into account the cultural peculiarities of the three countries which participated in the study. Keywords: Causal attribution; academic performance; transcultural study. econômico e social. À falta de políticas públicas que dêem continuidade a projetos de superação gradativa do analfabetismo e promovam a sedimentação de programas de combate aos déficits na formação básica das crianças e adolescentes, mantêm-se bastante elevados os índices de evasão e de repetência escolar.No Brasil, são tão alarmantes as estatísticas sobre a extensão da crise por que passa a educação nos últimos 50 anos, que melhor seria descrevê-la como afetada por um 1 Endereço para correspondência:

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“…Diversas investigaciones han demostrado la existencia de patrones atribucionales diferentes en chicos y chicas, de tal manera que mientras que las chicas tienden a enfatizar más el esfuerzo a la hora de explicar su rendimiento (Lightbody et al, 1996;Georgiou, 1999;Powers y Wagner, 1984), los chicos apelan en mayor medida a la habilidad y a la suerte como causas de sus logros académicos (Burgner y Hewstone, 1993). También diversas investigaciones han apuntado que las chicas suelen hacer atribuciones externas ante éxitos y fracasos y en el caso de que hagan atribuciones internas, éstas se refieren no tanto al esfuerzo, sino a la capacidad (Wiegers y Friere, 1977;Postigo et al, 1999).…”

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Diferencias de género en la motivación académica de los alumnos de Educación Secundaria Obliga

Rusillo

Arias²

2017

EJREP

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Introducción. El siguiente estudio examina las diferencias de género existentes en distintas variables cognitivo-motivacionales (atribuciones causales, metas académicas, autoconcepto académico y utilización de estrategias de aprendizaje significativo) y en el rendimiento alcanzado en las asignaturas de Lenguaje y Matemáticas.Método. Para ello, fue seleccionada una muestra de 521 alumnos que cursaban Segundo Ci-clo de Educación Secundaria Obligatoria. Los cuestionarios utilizados fueron el AFA, MA-PE-II, EMA-II y LASSI.Resultados: Los resultados reflejan la existencia de diferencias de género en las variables consideradas, de tal manera que las chicas presentan menores niveles de motivación extrínseca, se responsabilizan más de sus fracasos, utilizan en mayor medida estrategias de procesamiento de la información y obtienen mejores calificaciones en Lenguaje. No se encontraron diferencias de género en autoconcepto académico, en motivación intrínseca, en las atribuciones realizadas ante el éxito y en el rendimiento alcanzado en Matemáticas.Discusión: Los resultados sugieren la existencia de diferencias en el funcionamiento cognitivo-motivacional de chicos y chicas en el ámbito académico, siendo más adaptativa la forma en que las chicas abordan las tareas de aprendizaje. Sin embargo, no se han tenido en cuenta la influencia de variables contextuales que pueden estar afectando de distinto modo a la motivación de alumnmos y alumnas, por lo que en futuras investigaciones, se debería considerar la influencia de tales factores.

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Motivation and Attribution at Secondary School: the role of gender

Cited by 67 publications

References 12 publications

University students’ conceptions of learning across multiple domains

University students’ conceptions of learning across multiple domains

Atribuição de causalidade ao sucesso e fracasso escolar: um estudo transcultural Brasil-Argentina-México

Diferencias de género en la motivación académica de los alumnos de Educación Secundaria Obliga

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