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Academic Causal Attributions and Course Outcomes for College Students.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Williams, Robert L. Clark, Lloyd |
| Copyright Year | 2002 |
| Abstract | Students in a large human development course (n=306) took two measures of academic causal attributions: a general measure of perceived contributors to a cross-section of course outcomes and a specific measure of perceived contributors to performance on the course examinations. Results indicate that students perceive personal effort as the primary contributor to a cross-section of course outcomes. Teacher input, personal ability, and luck followed in rank order as perceived contributors. In contrast, student evaluations of potential contributors to their exam scores yielded higher ratings for teacher input and student ability than for student effort. The examination attributional dimensions more strongly correlated with examination scores that the general attributional dimensions did with a variety of course performance measures. (Contains 3 tables and 11 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Academic Attributions I |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED469334.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
