Teachers' attitudes and ascription of causation.

Brandt, Larry; Hayden, Mary Ellen; Brophy, Jere

doi:10.1037/0022-0663.67.5.677

Cited by 28 publications

(17 citation statements)

References 8 publications

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“…This finding contradicts the findings previously reported by Betancourt andWeiner (1982), Brandt, Hayden andBrophy (1975), Cooper and Baron (1977), Cooper and Burger (1980), Medway (1979), Weiner (1976Weiner ( , 1979 and Weiner and Kukla (1970).…”

Section: Discussioncontrasting

confidence: 86%

Consequences of Costa Rican teachers' attributions for students' failure

Rodriquez

Tollefson

1987

Instr Sci

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One hundred and fifty-five elementary teachers in San Jose, Costa Rica rated their expectancy of success, willingness to help, liking for, and evaluation of two students who were failing; one because of low ability, one because of insufficient effort. Significantly higher mean ratings on all four consequences were observed for the protocol describing the student who didn't try than for the protocol describing the student with low ability.

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Section: Discussioncontrasting

confidence: 86%

Consequences of Costa Rican teachers' attributions for students' failure

Rodriquez

Tollefson

1987

Instr Sci

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“…54,55 For example, researchers found that students and teachers each attributed student success to themselves, but attributed student failure to one another. [56][57][58] Similarly, students who scored poorly on an exam were more likely to question the exam's validity than students who scored well. 59 Outside of the classroom, drivers attribute accidents to external factors, such as the weather or other drivers, and near misses to alertness and expertise.…”

Section: Self-serving Reasoningmentioning

confidence: 99%

The Social Psychology of Biased Self-Assessment

Karpen

2018

American Journal of Pharmaceutical Education

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While the accreditation standards of most health-related disciplines emphasize the importance of selfawareness and accurate self-assessment, decades of social psychological research suggests that these standards will be difficult to attain. Indeed, a host of sub-conscious cognitive processes conspire to ensure that self-assessments are unjustifiably charitable. The review describes said cognitive processes, discusses the most common manifestations of biased self-assessment, and offers guidance on interventions. The review's overarching theme; however, is that because self-enhancement is so deeply engrained, it will be impossible to eradicate at a global level. The most effective interventions may be those that help students to function in spite of imperfect self-knowledge.Keywords: self, self-awareness, self-assessment, self-knowledge, bias, psychology Unbiased self-knowledge seems critical for professionals who routinely make life and health altering decisions.1-5 Indeed, Standard 4.1 of the Standards 2016 and Domain 4 of CAPE addresses it directly: The graduate is able to examine and reflect on personal, knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal growth. Several lines of research in clinical education, however, suggest that both students' and clinicians' self-knowledge is often biased. 6-14The goal of this manuscript is to demonstrate that completely unbiased self-knowledge is neither attainable nor desirable, because bias is deeply engrained, and because the mechanisms that cause bias occur below awareness. 15 Consequently, the manuscript also argues that interventions that help students Consequences of Biased Self-AssessmentBefore entertaining solutions to a problem, one should assess its extent; hence, the manuscript reviews common situations in with peoples' estimates of their character, abilities, or future prospects are more optimistic than reality warrants. The manifestations include, the better than average effect, low correlations between ability estimates and actual performance, and One of the most common manifestations of biased self-knowledge is low correlations between ability estimates and actual performance. For example, only seven out of twenty papers in a meta-analysis of practicing physicians' self-assessment accuracy reported a moderate positive correlation between physicians' self-assessment and their performance; the remaining papers reported either non-significant or negative correlations. Like knowledge of one's abilities, knowledge of one's traits is imperfect. 21 The Big Five personality inventory-an instrument that classifies respondents in terms of openness, conscientiousness, extraversion, agreeableness, and neuroticism-only correlates with related behaviors at 0.34 when the behaviors are performed in a lab 22 and 0.27 when the behaviors are performed outside of a lab. 23 In one of the most thorough investigations of the relationship between self-reports and behavior, researchers asked participants to wear an...

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“…The results obtained in these studies were somewhat conflicting. While Johnson , Feigenbaum, and Weiby (1964), Beckman (1970), and Brandt, Hayden, and Brophy (1975) found that the pupil's performance may lead teachers to somewhat biased causal perceptions of the pupils' success and failure , Beckman (1973), Ross, Bierbrauer, and Polly (1974), and Ames (1975) did not find any biases in teachers' causal perceptions. The first three studies found that teachers tended to take credit when the pupil performed well and tended to attribute the responsibility to the pupil when the pupil performed poorly .…”

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confidence: 93%

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

Darom

Bar‐Tal

1981

The Journal of Educational Research

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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.

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Teachers' attitudes and ascription of causation.

Cited by 28 publications

References 8 publications

Consequences of Costa Rican teachers' attributions for students' failure

Consequences of Costa Rican teachers' attributions for students' failure

The Social Psychology of Biased Self-Assessment

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

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