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Attributions for failure and success at primary school: a person-centered approach to causal dimensions.

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Title: Attributions for failure and success at primary school: a person-centered approach to causal dimensions.
Authors: Brun, Laurent1 laurent.brun1@umontpellier.fr, Pansu, Pascal2, Dompnier, Benoit3
Source: Educational Psychology. Jul/Aug2024, Vol. 44 Issue 6/7, p784-802. 19p.
Subject Terms: *Primary schools, *Cognition, *Academic motivation, *Academic achievement, *Cognitive ability
Abstract: Over the past fifty years, extensive research has examined the influence of causal attributions on cognitions, emotions, and behaviours in educational contexts. However, these studies often relied on inferences about dimensional properties of attributions, and not on students' perceptions of them. This study innovates by directly assessing these perceptions to identify students' attributional profiles. 410 French elementary students were randomly assigned to a success or a failure condition and reported their perceptions of their attribution on the locus of causality, stability, and controllability dimensions. Latent profiles analyses (LPA) identified three attributional profiles for both students in the failure condition ('Hopeless', 'Negligent' and 'Unsure'), and the success condition ('Competent', 'Industrious', and 'Dependent'). LPA also revealed associations between certain profiles and cognitive, emotional and behavioural outcomes, highlighting the relevance of combining direct assessment of causal dimensions and LPA when studying attributions for success and failure and their consequences. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Attributions for failure and success at primary school: a person-centered approach to causal dimensions.
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  Data: <searchLink fieldCode="AR" term="%22Brun%2C+Laurent%22">Brun, Laurent</searchLink><relatesTo>1</relatesTo><i> laurent.brun1@umontpellier.fr</i><br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Dompnier%2C+Benoit%22">Dompnier, Benoit</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology%22">Educational Psychology</searchLink>. Jul/Aug2024, Vol. 44 Issue 6/7, p784-802. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Over the past fifty years, extensive research has examined the influence of causal attributions on cognitions, emotions, and behaviours in educational contexts. However, these studies often relied on inferences about dimensional properties of attributions, and not on students' perceptions of them. This study innovates by directly assessing these perceptions to identify students' attributional profiles. 410 French elementary students were randomly assigned to a success or a failure condition and reported their perceptions of their attribution on the locus of causality, stability, and controllability dimensions. Latent profiles analyses (LPA) identified three attributional profiles for both students in the failure condition ('Hopeless', 'Negligent' and 'Unsure'), and the success condition ('Competent', 'Industrious', and 'Dependent'). LPA also revealed associations between certain profiles and cognitive, emotional and behavioural outcomes, highlighting the relevance of combining direct assessment of causal dimensions and LPA when studying attributions for success and failure and their consequences. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Educational Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/01443410.2024.2396412
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      – Code: eng
        Text: English
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        PageCount: 19
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      – SubjectFull: Primary schools
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Academic motivation
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      – SubjectFull: Academic achievement
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      – SubjectFull: Cognitive ability
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              Text: Jul/Aug2024
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              Y: 2024
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