Children's Attributions for Success and Failure in the British Primary School.

Autor/in	Rogers, Colin
Titel	Children's Attributions for Success and Failure in the British Primary School.
Quelle	(1991), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Attribution Theory; Elementary Education; Elementary School Mathematics; Elementary School Students; Failure; Foreign Countries; Grade 2; Grade 4; Grade 6; Interviews; Peer Evaluation; Performance Factors; Reading; Sex Differences; Student Attitudes; Success; United Kingdom (England) + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Elementarunterricht; Elementare Mathematik; Schulmathematik; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik; Leistungsindikator; Leseprozess; Lesen; Sex difference; Geschlechtsunterschied; Schülerverhalten; Erfolg
Abstract	A study explored the causes cited by British primary school students for instances of relative success and failure in class work in a free-response setting. The study involved 157 7-, 9-, and 11-year old students in 2 primary schools. Because the 7-year-olds were reluctant to talk about their own work, children were asked to talk about the reasons for someone else's performance being better or worse than their own. Three forms of school work in regular classroom use were selected, two math activities and a reading activity. The effects of school attended, age, gender, subject, and type of outcome, and the interaction of variables were also assessed. Study findings included the following: (1) overall, the children were most likely to explain success and failure in terms of performance ability, specific competence ability, effort and interest, behavior, and speed; (2) no child explained success or failure in terms of chance; (3) as children got older, they were less likely to answer "don't know/no response" or to attribute success and failure to performance ability; (4) gender had no effect on attribution patterns; (5) the response category "effort and interest" was used more frequently to account for performance variation in math, while "voluntary time spent" was used to account for variation in reading; and (6) responses related to "behavior" were more likely to explain failure than success. Comparisons are drawn with a similar 1985 study. (AC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC