View in EDS

Attributional Style as a Predictor of Success in College Mathematics.

Saved in:
Bibliographic Details
Title: Attributional Style as a Predictor of Success in College Mathematics.
Language: English
Authors: Pierce, Margaret Anne, Henry, John W.
Peer Reviewed: N
Page Count: 27
Publication Date: 1993
Document Type: Reports - Research
Descriptors: Academic Achievement, Algebra, Attribution Theory, Causal Models, College Mathematics, Correlation, Helplessness, Higher Education, Mathematics Achievement, Mathematics Education, Performance Factors, Predictor Variables
Assessment and Survey Identifiers: Attribution Style Questionnaire
Abstract: This study examines the effectiveness of multiple methods of soliciting attributions. The Attributional Style Questionnaire, specific attributions, and causal dimensions are used to predict the grades and feelings of frustration of college algebra students. The results show that, contrary to current theoretical work, both specific attributions and causal dimensions are equally effective in predicting grades and feelings of frustration. The implications for these multiple methods are discussed. Directions for further research in this area are suggested. (Contains 36 references.) (Author)
Entry Date: 1994
Accession Number: ED365528
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED365528
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED365528
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Attributional Style as a Predictor of Success in College Mathematics.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pierce%2C+Margaret+Anne%22">Pierce, Margaret Anne</searchLink><br /><searchLink fieldCode="AR" term="%22Henry%2C+John+W%2E%22">Henry, John W.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 27
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1993
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Attribution+Theory%22">Attribution Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Causal+Models%22">Causal Models</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Helplessness%22">Helplessness</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Attribution+Style+Questionnaire%22">Attribution Style Questionnaire</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the effectiveness of multiple methods of soliciting attributions. The Attributional Style Questionnaire, specific attributions, and causal dimensions are used to predict the grades and feelings of frustration of college algebra students. The results show that, contrary to current theoretical work, both specific attributions and causal dimensions are equally effective in predicting grades and feelings of frustration. The implications for these multiple methods are discussed. Directions for further research in this area are suggested. (Contains 36 references.) (Author)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1994
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED365528
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED365528
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Causal Models
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Helplessness
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Attribution Style Questionnaire
        Type: general
    Titles:
      – TitleFull: Attributional Style as a Predictor of Success in College Mathematics.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pierce, Margaret Anne
      – PersonEntity:
          Name:
            NameFull: Henry, John W.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1993
ResultId 1