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1.
Christine Reyna 《Educational Psychology Review》2000,12(1):85-110
Historically, ethnic minority children and girls have underachieved in American schools. This paper examines the role that stereotypes play in imposing obstacles to success for stigmatized children inside and outside of the classroom. Stereotypes convey explanatory information about groups—such as blacks are lazy, girls are bad at math, and so forth—that may be used as attributions for performance by adults as well as the children themselves. This paper presents a model that brings to light the underlying attributional structures of all stereotypes. Each of these attributional signatures has specific effects on judgments of responsibility and deservingness, help giving or punishment, self-esteem and motivation, and even performance inside and outside of the classroom. Through recognizing that stereotypes are vehicles for attributional judgments, educators are better able to anticipate the effects that stereotypes may have on students and take measures to counteract or diminish them. 相似文献
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《Contemporary educational psychology》2002,27(1):99-117
This study addresses gaps in the current literature by examining hypotheses based on the integration of self-efficacy, anchoring, and attribution theory. A novel anchor, attributional feedback, was utilized after an initial performance episode, and its influence on self-efficacy judgments was examined. This study also tested the previously ignored mediating influence of attributional analysis on the relationship between performance and self-efficacy as well as the influence of different attributions on self-efficacy under conditions of both successful and unsuccessful performance. Findings of this research indicate that carefully structured feedback is crucial when discussing an individual's performance, as this feedback may influence the causal attributions that are made; moreover, it is through this attributional analysis that past performance affects judgments of self-efficacy. 相似文献
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This study explored the effects of prior achievement and group outcome on college students′ attributions and affective reactions to cooperative tasks. Following a group assignment, students responded to a questionnaire measuring their attributions for self, attributions for their group partners, and several affective variables. Results indicated that students′ prior achievement strongly influences their attributions for their partners while group outcome influences self-attributions. Both prior achievement and group outcome influence affective reactions to the assignment. Specifically, high-achieving students may suffer negative motivational consequences in cooperative learning tasks. 相似文献
5.
Raymond P. Perry Robert H. Stupnisky Lia M. Daniels Tara L. Haynes 《European Journal of Psychology of Education - EJPE》2008,23(4):459-475
Attributional (explanatory) thinking involves the appraisal of factors that contribute to performance and is instrumental
to motivation and goal striving. Little is understood, however, concerning attributional thinking when multiple causes are
involved in the transition to new achievement settings. Our study examined such complex attributional thinking in the transition
from high school to university, a shift from familiar to novel learning environments, in the context of Weiner’s attribution
theory (1972, 1985, 1995, 2006). At the start of the academic year, students rated the extent to which each of six common
attributions contributed to poor performance to ascertain their relative importance to each other. A fixed order of attributions
was reported as contributing to poor performance that was identical across five independent cohorts of first-year students
(effort, test difficulty, strategy, professor quality, ability, luck, respectively). Cluster analysis revealed that students
differed in combining these attributions into clusters suggesting diminished or enhanced control over poor performance. These
differences in attribution clusters were associated with cognitive and affective outcomes at the start of Term 1, and with
course grades and GPA at the end of Term 2. Student differences in complex attributional thinking are discussed in terms of
transitions to new achievement settings. 相似文献
6.
Self-Efficacy and Academic Motivation 总被引：1，自引：0，他引：1
Dale H. Schunk 《教育心理学家》2013,48(3-4):207-231
Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addressed in the self-efficacy research and summarize evidence on the utility of self-efficacy for predicting motivational outcomes. Areas for future research are suggested. 相似文献
7.
Colette van Laar 《Educational Psychology Review》2000,12(1):33-61
Despite evidencing on average lower academic achievement than White students, African American students are usually found to have higher self-esteem. An attributional account is provided to explain this paradox. This account focuses on the expectancies, attributions, and self-esteem of African American college students. The existing literature with regard to attributions, expectancies, and self-esteem is reviewed, and the findings from two recent studies are introduced. Finally, some implications for education are discussed. It is concluded that concerns over threats to self-esteem in African American students may be misplaced. Instead, the data show that African American college students experience increasing doubts that their efforts will be rewarded in ways equivalent to those of White students, and they make increasingly external attributions. The results suggest the need to address the issue of ethnicity and opportunity more directly in our educational institutions. 相似文献
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In many educational systems, students from families with low socioeconomic status (SES) often score lower in academic achievement than their high SES peers. Even though this effect is well-documented and research on teachers’ stereotypical beliefs and attitudes is steadily increasing, the studies so far did not specifically focus on students’ SES. In the current study, we explored preservice teachers’ implicit attitudes and their stereotypical and prejudiced beliefs toward low SES students as well as their causal attributions for the low educational success of low SES students. Results showed that teachers had negative implicit attitudes toward low SES students and that they more strongly associated competences and good learning and working habits with high SES students. The correlations highlighted the role that stereotypes play in causal attributions. Participants who more strongly associated low SES with competence and good working and learning behaviors were less likely to endorse internal attributions but were more likely to emphasize external attributions. Hence, when preservice teachers see low SES students as having high ability, they also strongly view the educational system as a source of the disadvantages that low SES students experience in school. 相似文献
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The purpose of this article is to provide an illustrative review of recent research on achievement motivation and gifted students from a social cognitive perspective. The review discusses several constructs that have been a focus of motivation research: perceived competence and self-efficacy, attributions, goal orientations, and intrinsic motivation. For each construct, motivational research from the general motivation literature and from the field of gifted and talented studies are critiqued and compared. The review suggests that a general social cognitive perspective is a useful theoretical framework for research on motivational processes involved in the intellectual and personal development of gifted and talented students and that a process-oriented model is superior to a static model for research on both giftedness and achievement motivation. Implications of the review for future research on motivation and talent development are discussed. 相似文献
10.
Vincent J. Hawkins 《Clearing house (Menasha, Wis.)》2013,86(3):102-103
Given that many high school students come to school unmotivated to learn, the purpose of this article is to examine various motivational constructs and to determine if educators are incorporating the most effective motivational strategies. In fact, adolescents vary from adults physically, cognitively, emotionally, and physiologically and, therefore, they generally differ in their perceptions on the effectiveness of a variety of motivational practices. Students are more likely to attribute their own motivation to their intrinsic desire to learn or as a result of the goals they adopt. Teachers, on the other hand, believe students are more likely to be motivated as a result of the teachers’ actions. Teachers do not always recognize which motivational constructs are the most effective, demonstrating the value of pre-service and in-service programs that stress student motivation. If educators wish to maximize student academic achievement, they must understand how to motivate students successfully. 相似文献
11.
《Contemporary educational psychology》1992,17(3):201-210
Six classes of grade seven students (N = 181) participated in field research which explored the consequences of group outcome (successful, unsuccessful) for individuals learning mathematics cooperatively using Student Teams-Achievement Divisions. In addition, we explored the effects of within-class prior mathematics achievement (low, low-medium, high-medium, high) as well as attributional style (learned-helpless, mastery-oriented). The dependent variables were mathematics achievement, causal attributions, and self-concept. There were two interactions: Group Outcome × Attributional Style on achievement, and Within-Class Prior Mathematics Achievement × Group Outcome on achievement and self-concept. Learned-helpless students from unsuccessful groups learned significantly less than learned-helpless students from successful groups. Low prior achievement students from unsuccessful groups learned significantly less than low prior achievers from successful groups. In contrast, there was no significant relationship between group outcome and individual post-test achievement for mastery-oriented students or for students high in prior within-class achievement. 相似文献
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Wenshu Luo David J. Hogan Alexander Seeshing Yeung Yee Zher Sheng Khin Maung Aye 《教育心理学》2014,34(2):154-170
This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest and study skills), followed by teachers’ help, ability, parents’ help and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence and achievement goals) explained 4.2–12.3% of the variances in students’ attributional beliefs. In particular, students with interdependent self-construal, high competence or mastery goals tended to attribute academic success to internal regulation (effort, interest and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parent’s help. The findings are discussed in relation to the culture of Singapore. 相似文献
13.
In various societies, language domains are stereotypically associated with females. Yet, few studies have investigated the exact content of such female-language stereotypes, or whether they lead to stereotype threat effect among language learners. A questionnaire was distributed to 1,165 learners of English as a Foreign Language (EFL) from eight high schools in China, and participants were found to stereotypically regard female learners more positively in three aspects of English learning: aptitude, affect and achievement. Compared to boys or junior students, girls and more senior ones had stronger stereotypes. A subsequent field experiment was conducted on 427 students from a ninth school, revealing that priming female-language stereotypes prior to an English test impaired boys’ performance when English competence was controlled for. The studies suggest that male EFL learners were adversely portrayed and affected by the female-language stereotypes. Educational implications, particularly for language learners and educators, and policy-makers, are discussed. 相似文献
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This study explored the influence of attributional style on women's persistence in engineering majors, after controlling for academic ability. Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events; and (b) thoughts of changing career goals. Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors. Among persisters in engineering, those attributional style dimensions were also related to thoughts of changing career goals. Implications for research are discussed, and recommendations for educators and advisors are presented. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 663–676, 1999 相似文献
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The aim of the present study is to explore a causal model of academic achievement and learning‐related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective–motivational characteristics of students such as prior academic failures, academic attributional style, self‐efficacy, thoughts about intelligence, school values, learned hopelessness, self‐esteem, learning strategy effectiveness and academic achievement, and the relationships among them. A sample of 741 Hong Kong secondary students completed a series of scales over a school year. As expected, prior achievement was the best predictor of subsequent achievement. The next best predictors were perceived learning difficulties and learned hopelessness. This in turn leads to disengagement from schooling and students taking on most responsibility for their failing. Recommendations for teachers and schools to ameliorate these beliefs may redress the move towards hopelessness. 相似文献
17.
Jos Carlos Núez Julio A. Gonzlez‐Pienda Soledad Gonzlez‐Pumariega Cristina Roces Luis Alvarez Paloma Gonzlez Ramn G. Cabanach Antonio Valle Susana Rodríguez 《Learning disabilities research & practice》2005,20(2):86-97
The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self‐concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self‐concept, academic goals, perception of competence‐incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self‐concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed. 相似文献
18.
A review of attribution theory in achievement contexts 总被引：5，自引：1，他引：5
Sandra Graham 《Educational Psychology Review》1991,3(1):5-39
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From the contextual perspective, researchers argue that the relevance and weight of motivational variables of students' functioning vary depending on different dimensions related to individual, cultural or situational characteristics. The first objective of this study examined this contention by comparing self-perceptions of competence, learning goals and judgments of usefulness of school subjects as motivational determinants of high school students' commitment and achievement according to their assignment to their learning abilities. The second objective was to compare how these variables related to academic commitment and achievement according to the type of student and two school subjects. Two-hundred-and-twenty-six high school students from a same school participated sixty-one were learning disabled students, 60 were high achievers and 105 were average students. Findings suggest that the relevance of the motivational variables did not vary much across either the type of student or the school subjects. They also support Bandura's view about the primary role of self-perceptions of competence in students' academic commitment and achievement. 相似文献
20.
Singaporean elementary-school students (N = 299) completed Child Implicit Association Tests (Child IAT) as well as explicit measures of gender identity, math–gender stereotypes, and math self-concepts. Students also completed a standardized math achievement test. Three new findings emerged. First, implicit, but not explicit, math self-concepts (math = me) were positively related to math achievement on a standardized test. Second, as expected, stronger math–gender stereotypes (math = boys) significantly correlated with stronger math self-concepts for boys and weaker math self-concepts for girls, on both implicit and explicit measures. Third, implicit math–gender stereotypes were significantly related to math achievement. These findings show that non-academic factors such as implicit math self-concepts and stereotypes are linked to students' actual math achievement. The findings suggest that measuring individual differences in non-academic factors may be a useful tool for educators in assessing students' academic outcomes. 相似文献