Responding Sociologically: Using Attributional Processes to Promote Student Confidence and Sense of Mastery in Sociology Courses

Autor/in	Hatteberg, Sarah J.
Titel	Responding Sociologically: Using Attributional Processes to Promote Student Confidence and Sense of Mastery in Sociology Courses
Quelle	In: Teaching Sociology, 50 (2022) 3, S.205-219 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hatteberg, Sarah J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X221087227
Schlagwörter	Sociology; Students; Self Esteem; Self Efficacy; Locus of Control; Student Motivation; Academic Achievement; Attribution Theory; Learner Engagement; Learning Strategies + Suchen Sie Ihr Suchwort? Soziologie; Student; Schüler; Schülerin; Studentin; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Student motivation, confidence, and perceived control are of key interest to sociology instructors seeking to develop pedagogical techniques that increase student engagement. However, attribution research suggests that strengthening these aspects of student learning can be challenging if students attribute academic outcomes to factors over which they have little control, as this can weaken students' motivation and sense of mastery. In this study, I examine an "exam wrapper" survey and discussion exercise that draws upon attributional processes to contextualize learning as influenced by broader social forces. Student responses to this survey exercise detail the attributions students made for academic outcomes and suggest this activity may be effective at promoting student confidence, motivation, and sense of mastery. This exercise fosters a sociological understanding of individual attributions and academic achievement that empowers students to feel more in control of their learning within the structural and educational contexts in which learning occurs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01