Students’ attributions for their best and worst marks: Do they relate to achievement?

McClure, John; Meyer, Luanna H.; Garisch, Jessica Anne; Fischer, Ronald; Weir, Kirsty F.; Walkey, Frank H.

doi:10.1016/j.cedpsych.2010.11.001

Cited by 87 publications

(105 citation statements)

References 69 publications

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“…McClure, Meyer, Garisch, Fischer, Weir, & Walkey, 2011) as well as teaching methods (Trigwell & Ashwin, 2006) could greatly influence conceptions of learning. Accordingly, in further studies performance indicators, such as achievements, and cross-cultural bounds related to teaching methods could be considered as potential factors able to affect students' conceptions of learning.…”

Section: Limitations Of the Study And Further Researchmentioning

confidence: 99%

University students’ conceptions of learning across multiple domains

2017

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2University students' conceptions of learning across multiple domains AbstractResearch on students' conceptions of learning is a growing and complex area of interest in the field of psychology of education. Even though much of the investigation addressed to explore conceptions of learning at the university level, still less research has considered how naïve (i.e.'learning as reduction of deficit knowledge through individual effort') and sophisticated (i.e. 'learning as opportunity and self-efficacy') conceptions of learning are related to personal and contextual factors. This research investigated how gender, academic area, and level of study influence university students' conceptions of learning. 346 university students participated in the study. They were either from humanities (240) or technical-scientific (106) areas of study and they were attending either a Bachelor (140) or Master's degree (206) course. Conceptions of learning were explored using a self-report instrument (LCQ: Learning Conceptions Questionnaire). A MANOVA revealed that females show conceptions of learning more related to social and motivational aspects of learning with a greater personal involvement, compared with males. No typical pattern of conceptions of learning was found for humanities students or for technicalscientific students. Increasing with the level of study, students showed both naïve and sophisticated conceptions of learning increased, since both 'learning as reduction of deficit knowledge through individual effort' and 'learning as opportunities and self-efficacy' were more likely. Implications of these results and future lines of research will be discussed.

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Section: Limitations Of the Study And Further Researchmentioning

confidence: 99%

University students’ conceptions of learning across multiple domains

2017

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“…However, mothers' attributions were connected to child's success; thus, for children these constitute an external factor (Weiner, 1985). Such factors do not support the development of autonomy, responsibility, further effort (for older students see McClure et al, 2011), or social competence (Hagekull et al, 2001). These beliefs may also be related to controlling and autonomy-suppressive parenting (Hagekull et al, 2001;Kinlaw et al, 2001).…”

Section: Maternal Self-efficacy and Children's Academic Skillsmentioning

confidence: 87%

“…Specifically, when mothers attributed their children's success to maternal effort at the beginning of school, their children showed lower math performance at the end of the third grade (or when mothers did not attribute the children's success to maternal effort, the children showed higher math performance). A person's success attributions to her/his effort increase motivation, perseverance, and achievement (McClure et al, 2011;Weiner, 1985Weiner, , 2000. However, mothers' attributions were connected to child's success; thus, for children these constitute an external factor (Weiner, 1985).…”

Section: Maternal Self-efficacy and Children's Academic Skillsmentioning

confidence: 94%

Transactional development of parental beliefs and academic skills in primary school

Kikas

Mägi

2014

Early Child Development and Care

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This study examined transactional development of mothers' beliefs (self-efficacy, success attributions of a child's success to maternal effort) and children's academic skills. Six hundred sixty-eight children and their mothers were evaluated twice: at the beginning of the first grade and at the end of the third grade. Mothers' beliefs were measured with a modified Teacher Efficacy Scale; math and reading skills were assessed with tests. The results showed that mothers' self-efficacy was not related to a child's academic skills. Mutual negative relations between attributions of a child's success to maternal effort and children's academic skills were identified. When children's initial skills were low, mothers' success attributions increased. In turn, mothers' higher success attributions at the beginning of school predicted children's lower skills at the end of the third grade. Mothers' higher education was related to their higher selfefficacy and lower success attributions. The findings emphasise the need to educate parents about attributions and the best ways to support their children's academic development.

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“…In collectivism culture, these are high levels of achieving motive, rather than extrinsic forms of motivation that would in turn depress intrinsic learning motivation (Kember, 2000). Additional studies have documented that Asian learners are more likely to attribute success to effort and persistence (Biggs, 1996;Hess & Zauma, 1991;McClure et al, 2011). We suggest that some of these Asian cultural characteristic may act as positive advantages rather than constraints in the implementation of PBL.…”

Section: Conceptual Frameworkmentioning

confidence: 97%

Overcoming the Walmart Syndrome: Adapting Problem-based Management Education in East Asia

Hallinger¹,

Lu²

2012

Interdisciplinary Journal of Problem-Based Learning

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This paper explores design issues to be considered in adapting the problem-based learning (PBL) for use in the context of East Asian higher education and tests its instructional effectiveness in a Master of Management degree program at a graduate school of business (GSB) in Thailand. The research analyzes course evaluation data obtained from 20,988 student reports over a seven-year period to assess the impact of a locally developed PBL curriculum on student perceptions of course effectiveness and engagement in learning. Results of growth modeling found that courses offered in the PBL curricular track achieved ratings that were significantly higher than ratings achieved in non-PBL Core Courses. We conclude that PBL was employed successfully in an East Asian context noted for its reliance on traditional educational approaches, but we note the importance of adaptations both for curriculum design and instructional delivery.

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Students’ attributions for their best and worst marks: Do they relate to achievement?

Cited by 87 publications

References 69 publications

University students’ conceptions of learning across multiple domains

University students’ conceptions of learning across multiple domains

Transactional development of parental beliefs and academic skills in primary school

Overcoming the Walmart Syndrome: Adapting Problem-based Management Education in East Asia

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