Pupils' Attributions of Success and Failure

Bar‐Tal, Daniel; Darom, Efraim

doi:10.1111/j.1467-8624.1979.tb03007.x

Cited by 19 publications

(16 citation statements)

References 5 publications

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“…Despite these apparent advantages, and for all the studies in which attributions have been freely elicited from subjects, strategy as such has never emerged as an important attributional factor (Weiner et al, 1971;Frieze, 1976;Bar-Tal and Darom, 1979;Cooper and Burger, 1980). It should be noted, too, that most subjects participating in attribution identification studies have been either college students or teachers and that most failure situations experimentally presented as a means of eliciting attributions are educational in nature and setting.…”

Section: Introductionmentioning

confidence: 92%

“…Such research indicates tha.t in addition to ability and effort, attitude, mood, and physical condition are the internal attributions most frequently used to explain outcomes (Frieze, 1973(Frieze, , 1976Bar-Tal and Darom, 1979;Cooper and Burger, 1980). However, neither mood nor physical condition is likely to become a target variable in attribution training programmes; nor are these attributions likely to optimize affect, attitude, and/or performance.…”

Section: Introductionmentioning

confidence: 93%

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The Comparative Effects of Strategy and Effort Attributions

Clifford

1986

Brit J of Edu Psychol

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SUMMARY. The effects of attributing academic failure to effort or strategy were examined with the use of college students and teachers as subjects. Both the attitude and future performance of a college freshman described as receiving a GPA of 1.8 ( C -) on her first semester's work were judged to be significantly more positive when poor performance was attributed to strategy in contrast to effort. A measure of perceived affect produced an interaction which indicated that college teachers, but not students, perceived affect to be more positive under effort attributions.A secondary purpose of this research was to examine the effects of having subjects judge perceived affect either before or after making judgments on attitude and future performance. Data suggest that the initial processing of affect may lead to more positive judgments of attitude and future performance on the part of teachers but less positive judgments on the part of students. The theoretical and practical implications of these findings are discussed. INTRODUCTIONIT has been well established within attribution theory that the stability dimension and its related internal attributions of ability and effort have far-reaching behavioural and affective consequences. Expectancies of future success are relatively low when failure is attributed t o a stable cause such as lack of ability and relatively high when failure is attributed to an unstable cause such as lack of effort

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 93%

The Comparative Effects of Strategy and Effort Attributions

Clifford

1986

Brit J of Edu Psychol

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“…Attributions: 8-item questionnaire asks participants to rank reasons for success or failure in a fictional school test scenario (Bar-Tal & Darom, 1979). In success scenarios, CYP with dyslexia were more likely to attribute their success to an external factor (teacher quality) and in failure scenarios, they were more likely to attribute their failure to internal factors (lack of interest, lack of effort, but not lack of ability).…”

Section: Gibson and Kendall 2010mentioning

confidence: 99%

Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review

Gibby-Leversuch¹,

Hartwell

Wright

2019

Curr Psychol

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This systematic review investigates the links between literacy difficulties, dyslexia and the self-perceptions of children and young people (CYP). It builds on and updates Burden's (2008) review and explores how the additional factors of attributional style and the dyslexia label may contribute to CYP's self-perceptions. Nineteen papers are included and quality assessed. Quantitative papers measured the self-reported self-perceptions of CYP with literacy difficulties and/or dyslexia (LitD/D) and compared these with the CYP without LitD/D. Qualitative papers explored the lived experiences of CYP with LitD/D, including their self-views and how these were affected by receiving a dyslexia diagnosis. Results suggest that CYP with LitD/D may be at greater risk of developing negative self-perceptions of themselves as learners, but not of their overall self-worth. Factors found to be relevant in supporting positive self-perceptions include adaptive attributional styles, good relationships with peers and parents, and positive attitudes towards dyslexia and neurodiversity. In some cases, CYP with LitD/D felt that others perceived them as unintelligent or idle; for these CYP, a diagnosis led to more positive self-perceptions, as it provided an alternative picture of themselves. There is a need for further research to explore the impact of attributional style and the potential for intervention, as well as CYPs' experiences of diagnosis and the associated advantages or disadvantages.

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“…Previous research (Bar-Tal & Darom, 1979;Cooper & Burger, 1980;Frieze, 1976) indicated that the following eight causes were salient reasons for explaining academic success and failure: general student ability, student effort during the tests, difficulty level of the tests, student general health, previous educational placement or intervention, previous teachers, family influences, and mood of the student during the tests. The expectation measure consisted of one question asking subjects to predict the number of times that Bob's test scores would exceed the school district average on the next 20 achievement tests he took.…”

Section: Dependent Measuresmentioning

confidence: 99%

Teachers’ Expectations and Attributions for Student Achievement: Effects of Label, Performance Pattern, and Special Education Intervention

Rolison¹,

Medway

1985

American Educational Research Journal

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This study investigated the effects of preperformance information on actual classroom teachers' expectations and attributions for a hypothetical male student. Teachers were found to have higher expectations for the student with ascending than with descending performance pattern and when the student was labeled learning disabled (or had no label) than when the student was labeled mildly retarded. Prior special education involvement did not influence expectancies. Ascending as compared to descending performance was ascribed more to teacher than student causes in line with egotism considerations.

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Pupils' Attributions of Success and Failure

Cited by 19 publications

References 5 publications

The Comparative Effects of Strategy and Effort Attributions

The Comparative Effects of Strategy and Effort Attributions

Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review

Teachers’ Expectations and Attributions for Student Achievement: Effects of Label, Performance Pattern, and Special Education Intervention

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