Causal Attribution Beliefs of Success and Failure: A Perspective from Pakistan

Autor/inn/en	Faisal Farid, Muhammad; Akhter, Mumtaz
Titel	Causal Attribution Beliefs of Success and Failure: A Perspective from Pakistan
Quelle	In: Bulletin of Education and Research, 39 (2017) 3, S.105-115 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Foreign Countries; Secondary School Students; Attribution Theory; Student Attitudes; Beliefs; Success; Failure; Parent Influence; Teacher Influence; Study Habits; Grade 10; Difficulty Level; Learning Strategies; Academic Ability; English Instruction; Mathematics Instruction; Academic Achievement; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schülerverhalten; Belief; Glaube; Erfolg; Study behavior; Study behaviour; Studienverhalten; Schwierigkeitsgrad; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Schulleistung
Abstract	Pakistani students at secondary school level were asked to respond to a self-reporting causal attributions beliefs scale. The scale measured eight causal beliefs about success and failure. Participants of the study included 1826 students from three districts in Punjab. Results showed that both male and female students endorsed internal attributions as possible reasons of their success as well as failure than external attributes. Influence of parents and teachers was considered as cause of success. Effort was considered as the most important cause of success as well as failure in school subjects such as English and Mathematics. The mean difference found was significant in almost all attributions of success and failure. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01