NDLI: Academic casual attributions and course performance for college students

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Academic casual attributions and course performance for college students

Content Provider	Semantic Scholar
Author	Clark, Lloyd
Copyright Year	2003
Abstract	The purpose of the study was to compare student perceptions of the role of the teacher with that of ability, effort, and luck in accounting for student successes and failures. An attribution questionnaire addressing attributional style as it relates to success and failure outcomes in a college course was designed for this study. The College Academic Attribution Scale (CAAS) was designed, because previous attributional scales such as the Multidimensional-Multiattributional Causality Scale and the Attributional Style Questionnaire did not adequately reflect the perceived influence of teacher actions on students' success and failure experiences. The CAAS includes the common attributional areas of effort, ability and luck, but it also addresses the area of teacher input rather than the common area of task difficulty. The CAAS addresses both positive and negative outcomes related to course performance. The CAAS was administered on the first day of class to a large group of undergraduate students enrolled in an introductory human development course. Students took either a forced-choice or Likert version of the CAAS. The information gathered from the CAAS was used to determine general attributional style as it relates to different aspects of course performance. The students also responded to a brief rating scale of possible contributors to specific exam performance the day after receiving feedback on each of five unit exams. The brief exam rating scale addressed the attributional areas of effort, ability, and teacher input as they related specifically to performance on the exams. The participants of the study consisted of undergraduate students enrolled in a human development course at a large state university. A total of 306 students
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://trace.tennessee.edu/cgi/viewcontent.cgi?article=6662&context=utk_graddiss
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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