Pupils' Attributions of Success and Failure

Bar‐Tal, Daniel; Darom, Efraim

doi:10.2307/1129069

Cited by 37 publications

(10 citation statements)

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“…We used Bar-Tal and Darom's (1979) eight-item Likert scale questionnaire to measure attribution for academic success and failure. Although we provide no information in this article relating to the reliability (the probability that repeating the research procedure would yield identical or similar results) of the questionnaire, this is not a problem.…”

Section: Measuring Attribution For Academic Success and Failurementioning

confidence: 99%

Research Section: Personal Constructs and Attribution for Academic Success and Failure in Dyslexia

Humphrey

Mullins

2002

British J Special Edu

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Neil Humphrey published a previous article, on self–esteem and dyslexia, in BJSE. This paper, jointly authored by Dr Humphrey, recently appointed as a lecturer in the psychology of education in the Faculty of Education at the University of Manchester, and Dr Patricia M. Mullins, senior lecturer in special educational needs at Liverpool John Moores University and the supervisor of Neil Humphrey’s PhD thesis, explores the relationships between dyslexia and the ways in which pupils perceive themselves as learners. Making extensive links with other relevant research, the authors conclude by suggesting that ‘the problems that children with dyslexia encounter have negative consequences for their self–development’. Humphrey and Mullins also propose that, while further research is needed, we already know enough about how to make schools more ‘dyslexia friendly’ to begin to tackle these difficulties at an early stage in children’s education.

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Section: Measuring Attribution For Academic Success and Failurementioning

confidence: 99%

Research Section: Personal Constructs and Attribution for Academic Success and Failure in Dyslexia

Humphrey

Mullins

2002

British J Special Edu

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“…With all these advantages, why is it that strategy has received so very little attention in attribution literature? Why is it that for all the studies in which attributions have been freely solicited from subjects, strategy, as such, has never emerged as an important factor (Bar-Tal & Downloaded by [New York University] at 08:17 16 July 2015 Darom, 1979;Cooper & Burger, 1980;Frieze, 1976;Weiner, Frieze, Kukla, Reed, Rest & Rosenbaum, 1971)?…”

Section: Bases For Challenging the Anti-failure Positionmentioning

confidence: 99%

Thoughts on a theory of constructive failure

Clifford

1984

Educational Psychologist

134

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“…There is research evidence that causal attributions to performance in academic tasks have significant impact on the student's expectations for subsequent success, achievement behaviour, and emotional reactions (Weiner, 1992). Within the domain of achievement behaviour, attribution of academic outcomes has been examined in terms of four primary causes: ability, effort, luck, and task difficulty (Bar-Tal & Darom, 1979;Weiner, Frieze, Kukla, Reed, Rest & Rosenbaum, 1971). While data from various studies have substantiated the notion that these four primary causes are the most common attributions in a variety of situations (e.g., Frieze & Snyder, 1980), other 'causes' such as other people (teachers, students), mood, fatigue, illness, personality, physical appearance, home environment, value of the outcome, and the behaviour of others have been cited as important (Cooper & Good, 1983;Frieze, Francis & Hanusa, 1983;Vispoel & Austin, 1991).…”

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confidence: 99%

A multi‐level analysis of cultural experience and gender influences on causal attributions to perceived performance in mathematics

Kivilu

Rogers

1998

Brit J of Edu Psychol

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The findings do not concur with research findings from Western and Asian countries where Effort is considered important in making attributions for either perceived success or failure. The findings, however, agree with research findings from Asian and other non-Caucasian societies where success is attributed to external factors (e.g., task difficulty) and failure to internal factors (e.g., ability). These findings have some implications for cross-cultural research in causal attribution as it relates to academic performance. While certain causal attributions studied in 'Western' and Asian cultures differ in terms of perceived success and failure, the current study indicates that other causal attributions are important and used differently by students from Kenya.

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Pupils' Attributions of Success and Failure

Cited by 37 publications

References 0 publications

Research Section: Personal Constructs and Attribution for Academic Success and Failure in Dyslexia

Research Section: Personal Constructs and Attribution for Academic Success and Failure in Dyslexia

Thoughts on a theory of constructive failure

A multi‐level analysis of cultural experience and gender influences on causal attributions to perceived performance in mathematics

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