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Students' intelligence and causal attributions for academic under-achievement among secondary school students in Tanzania
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lyakurwa, Suitbert Emil |
| Copyright Year | 2012 |
| Abstract | This study investigated how students make attributions when explaining their academic under-achievement in secondary schools in Tanzania. A survey was conducted using an attribution scale in the Likert format and was administered to 414 students. In externalisations and internalisations, there was a statistically significant difference in mean scores for externalisations at p<.001. Also, a significant difference was found in the externalisation between high and low achievers at p<.001. Furthermore, it was also found that male students externalise more than their female counterparts, the difference being significant at p≤.05. Whereas females internalised more than males, the difference was significant at p=.001. Self-perceived 'intelligent' students externalised more than those less intelligent self-perceived students, their difference being statistically significant at p≤.05. It was also found that parental occupations did not influence students' attributions. These attributions are true human characteristics that vary from one group to another. In the case of academic under-achievement in Tanzania, educational actors have to notice this variation in order to help students with motivational problems. |
| Starting Page | 102 |
| Ending Page | 128 |
| Page Count | 27 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://journals.udsm.ac.tz/index.php/ped/article/download/1467/1372 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
