Linking academic performance to optimistic attributional style: attributions following positive events matter most

Гордеева, Т.О.; Sheldon, Kennon M.; Sychev, Oleg A.

doi:10.1007/s10212-019-00414-y

Cited by 32 publications

(40 citation statements)

References 70 publications

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“…According to this theory, individuals attribute their successes and failures to certain factors such as ability, effort, and luck, which affects their cognitions, emotions, and behaviors in later processes and in turn leads to different developmental and academic outcomes (Weiner, 2006). Depending on the events being attributed, previous research makes the distinction between causal attribution of negative events and causal attribution of positive events (Gordeeva et al, 2019;Weiner, 2006). In addition, possible factors for attribution can be categorized, based on three dimensions: stability (i.e., whether the causes change over time or not), internal versus external locus of control (i.e., whether causes are within oneself or not), and controllability (i.e., whether one can control the causes or not; Weiner, 2006).…”

Section: Attribution Theorymentioning

confidence: 99%

“…Attributing outcomes to different factors (e.g., ability, effort, and luck) may result in individuals' different emotional arousal and thereafter affect their later achievement (Weiner, 2006). For example, attributing successes to stable and internal factors such as ability may enhance individuals' positive expectations and therefore contribute to a later success (Gordeeva et al, 2019;Weiner, 2006). On the contrary, attributing successes to unstable factors such as luck may stimulate passive behavioral manners and result in both psychological and learning problems (for a meta-analytic overview, see Gordeeva et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…For example, attributing successes to stable and internal factors such as ability may enhance individuals' positive expectations and therefore contribute to a later success (Gordeeva et al, 2019;Weiner, 2006). On the contrary, attributing successes to unstable factors such as luck may stimulate passive behavioral manners and result in both psychological and learning problems (for a meta-analytic overview, see Gordeeva et al, 2019). One of the important factors involved in the process of attribution is giftedness, which refers to a natural ability that is remarkably higher than the average (Johnsen, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Attributing academic success to giftedness and its impact on academic achievement: The mediating role of self-regulated learning and negative learning emotions

Chen

Wu²

2021

School Psychology International

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As a causal attribution, attributing academic success to giftedness might influence students’ academic achievement. According to previous studies, students’ self-regulated learning and negative learning emotions may mediate the association between achievement attribution and academic achievement. Therefore, the present study employed structural equation modeling to examine the association between attributing academic success to giftedness and academic achievement among elementary and secondary students, and included students’ negative learning emotions and self-regulated learning as mediators. The 2018 data from China Family Panel Studies were included in the present study for analysis. Results showed that the full mediation models had satisfactory model fits. After controlling the effects of the covariates, attributing academic success to giftedness had a positive indirect association with their academic achievement, through the mediation of self-regulated learning and negative learning emotions. Based on these findings, possible explanations and suggestions for practices and future research are discussed.

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Section: Attribution Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Attributing academic success to giftedness and its impact on academic achievement: The mediating role of self-regulated learning and negative learning emotions

Chen

Wu²

2021

School Psychology International

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“…La teoría de la atribución proporciona pues, un marco rico, que incorpora muchos conceptos causales, expectativas de éxito, una variedad de afectos y fenómenos dispares; así como las herramientas para su aplicación (Weiner, 2014). De ahí el interés de los investigadores al relacionar los estilos de atribución con variables como rendimiento académico (Alvarez et al, 2015;Fernández et al, 2015;Gordeeva et al, 2019;Mkumbo y Amani, 2012); motivación y autoeficacia (Becerra-González y Reidl, 2015); influencia en el estilo atribucional en el uso de sustancias y el comportamiento sexual de riesgo (Burnett et al, 2012); interrelaciones entre los enfoques de aprendizaje, su regulación y las estrategias cognitivas (Heikkilä et al, 2011); mejora del estilo atribucional como factor protector en el suicidio (Kleiman et al, 2012) son algunos ejemplos de ello.…”

Section: Introductionunclassified

Estilos atributivos en universitarios: comparaciones por género

et al. 2020

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En este estudio se comparan los perfiles de estilos atributivos en el área de logros académicos en universitarios mexicanos. La muestra total fue de 1285 participantes; 660 mujeres y 625 hombres, con una edad media de 20.51 y 20.83 años respectivamente. La investigación fue de enfoque cuantitativa, descriptiva, tipo encuesta. Los participantes contestaron la versión informatizada del Cuestionario de Estilos Atributivos en el área de logros académicos adaptado previamente por los autores el año 2016. Los análisis de varianza multivariante y univariados, muestran que las mujeres en comparación con los hombres reportan mayores niveles de control interno en las dimensiones atribución a la suerte, atribución a la habilidad, atribución al profesor y sin diferencias en atribución al esfuerzo. Se concluye que dichas diferencias sugieren que al diseñar cualquier intervención para promover el cambio en los estudiantes hacia un estilo de control más interno habrá que tomar en cuenta al género.

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“…In particular, positive attribution most reliably predicted the academic achievement of people. 13 Doctors are also influenced by attributional style. Doctors' attributions of patients' illness can influence subsequent treatment.…”

Section: Introductionmentioning

confidence: 99%

<p>Development of the Attributional Style of Doctor Questionnaire</p>

Tian

Wang

2020

PRBM

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Background: The attributional style of clinical workers will affect their emotion and behavior and affect how they deal with the relationship with patients. Current tools lack clinical events and are not suitable for measuring the attributional style of doctor. In this study, the development of the Doctor's Attributional Style Questionnaire (DASQ) is presented. Methods: In study 1, based on the previous literature and the open-ended questionnaire, the theoretical structure of DASQ was constructed. In study 2, items analysis and exploratory factor analysis (EFA) were conducted in the sample (n=559) to select the best items for the DASQ. In study 3, the internal structure of the DASQ was tested in the sample (n=740) via confirmatory factor analysis (CFA) and 218 doctors were retested four weeks later. Results: There are 24 items in the scale, including positive events questionnaire and negative events questionnaire, all of which are composed of four dimensions: controllability, globality, stability, and internality. The fitting degree of each questionnaire model is good, and all indexes are above 0.9. The internal consistency coefficient and retest coefficient of both the positive events questionnaire and the negative events questionnaire were above 0.75. Conclusion: The DASQ meets the requirements of measurement and can be used to measure the attributional style of doctors.

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Linking academic performance to optimistic attributional style: attributions following positive events matter most

Cited by 32 publications

References 70 publications

Attributing academic success to giftedness and its impact on academic achievement: The mediating role of self-regulated learning and negative learning emotions

Attributing academic success to giftedness and its impact on academic achievement: The mediating role of self-regulated learning and negative learning emotions

Estilos atributivos en universitarios: comparaciones por género

<p>Development of the Attributional Style of Doctor Questionnaire</p>

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