Sex Differences in High School Students' Causal Attributions of Performance in Mathematics

Wolleat, Patricia L.; Pedro, Joan Daniels; Becker, Ann DeVaney; Fennema, Élizabeth

doi:10.5951/jresematheduc.11.5.0356

Cited by 25 publications

(15 citation statements)

References 8 publications

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“…On the contrary, our data differ from those obtained by Wolleat et al (1980). They found that girls explained their success as due to their effort, while boys explained it on the basis of their ability.…”

Section: Discussioncontrasting

confidence: 99%

“…The work of Callahan (1971) marked the beginning of the growth of concern about pupils' attitudes with respect to mathematics. Examples of the subsequent work on attitudes towards mathematics are Sherman (1976, 1978), Whitley (1979), Wolleat, Ponte, Becker and Fennema (1980), Hannafin (1981), Schofield (1982), Haladyna, Shaughnessy and Shaughnessy (1983), Minato (1983), Smith (1985), Gairín (1990), Mohd Yusof (1994, Camacho, Hernández and Socas (1995), Carbonero Martin, Antón Martin and Arranz Espeso (1998), Hernández and Socas (1999), Hernández, Palarea and Socas (2001), and Cubillo and Ortega (2002).…”

Section: Introductionmentioning

confidence: 99%

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The Affective Domain in Mathematics Learning

Ignacio¹,

Nieto²,

Guerrero‐Barona³

2006

INT ELECT J MATH ED

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The present work set out to analyze the beliefs, attitudes, and emotional reactions that students experience in the process of learning mathematics. The aim was to be able to demonstrate that the existence of positive attributes, beliefs, and attitudes about themselves as learners are a source of motivation and expectations of success in dealing with this subject. We used a sample of 346 students of the second cycle of Obligatory Secondary Education (ESO) of high schools in Badajoz. The participants responded to a questionnaire on beliefs and attitudes about mathematics. It was found that neither the students' gender nor their year of studies influenced their beliefs about their self-concept of mathematics.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Affective Domain in Mathematics Learning

Ignacio¹,

Nieto²,

Guerrero‐Barona³

2006

INT ELECT J MATH ED

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“…Fennema (Fennema, Wolleat, & Pedro, 1979; see also Wolleat et al, 1980) used Weiner's earlier model as the basis of a selfattribution scale for mathematics performance. She argued for the separation of success and failure and also expanded the luck category to include a wider range of unstable, external causes that she called "environment."…”

Section: Dimensions Of Perceived Causes For Academic Outcomesmentioning

confidence: 99%

The relationship between dimensions of self-attribution and dimensions of self-concept.

Marsh¹,

Cairns²,

Relich³

et al. 1984

Journal of Educational Psychology

115

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The study of dispositional differences in self-attributions has important implications for educational settings, but critical issues have been largely ignored in much attributional research. The purposes of this study are to clarify the distinction between dispositional and situational approaches to attribution research, to review particular issues that are important for the study of individual differences in self-attributions, to examine these issues with respect to results from a new self-attribution measure, and to demonstrate how self-attributions are related to dimensions of self-concept. Conclusions based on the literature review and empirical findings both demonstrate that (a) individual differences in self-attributions cannot be explained in terms of the bipolar dimensions that have been found in research that manipulates situational components of the attribution process (e.g., the internal-external, stable-unstable, and controllable-uncontrollable dimensions), (b) attributions for success and failure outcomes differ in ways that have not been recognized by attributional theorists, and (c) ability attributions (but perhaps not attributions to effort and external causes) are specific to particular areas of academic content. The results also demonstrate a clear and predictable pattern of relationships between dimensions of self-attribution and self-concept that supports the convergent and discriminant validity of responses in each of these areas.

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“…Regarding the role of gender, Wolleat et al (1980) found that the attributions made by men for success in mathematics corresponded to ability, whereas women attributed their successes more to effort. Barrett (1987, as cited in Higgins andLaPointe, 2012) found that first-year college students who made internal, stable, and global attributions for failure are at risk for poor grades.…”

Section: Introductionmentioning

confidence: 99%

On the Iranian English as Foreign Language Novice and Experienced Teachers’ Attributional Styles and Professional Identity

et al. 2022

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Teacher professional identity (TPI) is a characteristic of a teacher, which should be developed in a long, consistent, and progressive process and usually shapes in any specific educational and social context. In addition to several factors influencing TPI, such as university education and empowerment courses, experience seems to play a significant role. Moreover, the role of psychological factors is highly undeniable in the formation and development of TPI. Attributional style (AS) is defined as the consistent way by which people can explain the reasons for the occurrence of good or bad events. Besides considering ASs as one of the crucial variables for academic success, it can be regarded as one of the aspects of shaping one’s identity in general and the teacher’s identity in particular. In order to study the relationship between AS and TPI of teachers regarding their experience, two questionnaires were distributed among 317 Iranian English as foreign language (EFL) teachers, and about 80% returned them. The researchers ran correlational analyses and they came up with a positive and significant relationship (p = 0.04) between TPI and teacher attributional styles (TASs) of teachers. Moreover, experienced teachers proved to have a significant difference from novice teachers regarding their TPIs. The findings of this study would hopefully be advantageous for teacher educators to educate pre-service teachers by ways of constructing identity, and they may be applicable for Iranian EFL teachers to know and focus on different aspects of their professional identity. Moreover, they learn how to manage the intervening factors and shape and empower different domains of their PI, such as teaching experience, by means of exploring and knowing their ASs.

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Sex Differences in High School Students' Causal Attributions of Performance in Mathematics

Cited by 25 publications

References 8 publications

The Affective Domain in Mathematics Learning

The Affective Domain in Mathematics Learning

The relationship between dimensions of self-attribution and dimensions of self-concept.

On the Iranian English as Foreign Language Novice and Experienced Teachers’ Attributional Styles and Professional Identity

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