Causal Attributions and Student Success in Developmental Mathematics

Autor/in	Dasinger, Jacob Arthur
Titel	Causal Attributions and Student Success in Developmental Mathematics
Quelle	In: Journal of Developmental Education, 36 (2013) 3, S.2-4 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	Developmental Studies Programs; Remedial Mathematics; Student Characteristics; Gender Differences; Nontraditional Students; Attribution Theory; Causal Models; Scores; Tests; Age Differences; Undergraduate Students; Algebra; College Mathematics; Correlation; Questionnaires; Grades (Scholastic); Classification; Statistical Inference; Low Achievement; High Achievement; Mathematics Achievement; Statistical Analysis + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Geschlechterkonflikt; Kausalanalyse; Examination; Prüfung; Examen; Age; Difference; Age difference; Altersunterschied; Korrelation; Fragebogen; Notenspiegel; Classification system; Klassifikation; Klassifikationssystem; Inferential statistics; Schließende Statistik; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse
Abstract	This research examined differences in causal attributions and an exam score in a developmental mathematics course based on student classification: traditional, minimally nontraditional, moderately nontraditional, and highly nontraditional as well as grade and gender among nontraditional students. Statistical analysis revealed significant differences on the Revised Causal Attribution Scale (CDSII) in the Personal Controllability dimension for low-graded students, and in both the Personal and External Controllability dimensions for high-graded students. Based on gender, low-graded, nontraditional students showed a significant difference in the Locus of Causality dimension whereas no significant differences appeared among high-graded, nontraditional students. (As Provided).
Anmerkungen	National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://ncde.appstate.edu/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01