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A Latent Profile Analysis of Teachers' Causal Attribution for Academic Success or Failure

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Title: A Latent Profile Analysis of Teachers' Causal Attribution for Academic Success or Failure
Language: English
Authors: Brun, Laurent, Dompnier, Benoit, Pansu, Pascal (ORCID 0000-0002-8344-615X)
Source: European Journal of Psychology of Education. Mar 2022 37(1):185-206.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Teachers, Experienced Teachers, Beginning Teachers, Teacher Attitudes, Attribution Theory, Academic Achievement, Academic Failure, Elementary School Students, Profiles, Helping Relationship, Interpersonal Relationship, Emotional Response, Self Esteem, Student Responsibility
Geographic Terms: France
DOI: 10.1007/s10212-021-00551-3
ISSN: 0256-2928
Abstract: In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers' beliefs about the causes underlying their students' academic performance vary along the causal dimensions of locus of causality, stability, personal controllability, and others' controllability. Based on this framework, this study aimed at identifying teachers' attribution profiles based on their perceptions about the causes of their students' achievements. Two hundred eighty-nine experienced and novice French primary school teachers reported their causal beliefs about a student's success or failure at a reading test, as well as their emotional and behavioral reactions to their student's outcome. The data were analyzed using latent profile analyses, which identified five teachers' attribution profiles that varied on the four causal dimensions. The results showed that profile memberships were greatly determined by the student's outcome valence: three teachers' attribution profiles were especially related to failure and two additional profiles to success. Profile memberships were associated with various cognitive, emotional, and behavioral reactions in line with the interpersonal attributional theory of motivation. The powerless profile -- high external and uncontrollable attributions -- indicated the lowest level of helping behavior. The conscientious profile -- high internal and controllable attributions -- indicated the highest levels of pride and student's responsibility. Overall, these results partially support Weiner's interpersonal attributional theory of motivation using a person-centered approach.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1326871
Database: ERIC
FullText Text:
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  Data: A Latent Profile Analysis of Teachers' Causal Attribution for Academic Success or Failure
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  Data: <searchLink fieldCode="AR" term="%22Brun%2C+Laurent%22">Brun, Laurent</searchLink><br /><searchLink fieldCode="AR" term="%22Dompnier%2C+Benoit%22">Dompnier, Benoit</searchLink><br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8344-615X">0000-0002-8344-615X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. Mar 2022 37(1):185-206.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 22
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attribution+Theory%22">Attribution Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Failure%22">Academic Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Helping+Relationship%22">Helping Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Responsibility%22">Student Responsibility</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
– Name: DOI
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  Data: 10.1007/s10212-021-00551-3
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  Data: 0256-2928
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers' beliefs about the causes underlying their students' academic performance vary along the causal dimensions of locus of causality, stability, personal controllability, and others' controllability. Based on this framework, this study aimed at identifying teachers' attribution profiles based on their perceptions about the causes of their students' achievements. Two hundred eighty-nine experienced and novice French primary school teachers reported their causal beliefs about a student's success or failure at a reading test, as well as their emotional and behavioral reactions to their student's outcome. The data were analyzed using latent profile analyses, which identified five teachers' attribution profiles that varied on the four causal dimensions. The results showed that profile memberships were greatly determined by the student's outcome valence: three teachers' attribution profiles were especially related to failure and two additional profiles to success. Profile memberships were associated with various cognitive, emotional, and behavioral reactions in line with the interpersonal attributional theory of motivation. The powerless profile -- high external and uncontrollable attributions -- indicated the lowest level of helping behavior. The conscientious profile -- high internal and controllable attributions -- indicated the highest levels of pride and student's responsibility. Overall, these results partially support Weiner's interpersonal attributional theory of motivation using a person-centered approach.
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  Data: 2022
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  Data: EJ1326871
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        Value: 10.1007/s10212-021-00551-3
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      – Text: English
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        PageCount: 22
        StartPage: 185
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Experienced Teachers
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      – SubjectFull: Beginning Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Academic Failure
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Profiles
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      – SubjectFull: Helping Relationship
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Emotional Response
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      – SubjectFull: Self Esteem
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      – SubjectFull: Student Responsibility
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      – SubjectFull: France
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      – TitleFull: A Latent Profile Analysis of Teachers' Causal Attribution for Academic Success or Failure
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