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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3869

Title: CAUSAL ATTRIBUTIONS OF PARENTS', PUPILS', AND TEACHERS' REGARDING PUPILS' ACADENUCOUTCOMES
Authors: DERBIE, WORKINEH
Advisors: Dr. Mekonnen Yimer
Keywords: CAUSAL ATTRIBUTIONS
REGARDING PUPILS'
Copyright: Jun-1998
Date Added: 21-Nov-2012
Publisher: AAU
Abstract: The present study investigates the causal attributions of Arbaminch Comprehensive Secondary School pupils, parents and teachers regarding pupils success and failure, future academic outcome expectancy, and success and failure against: pupils gender. Causal Attribution Scale and Future Academic Outcome Expectancy Scale were administered to: one , a random sample of 107 pupils from grade 10th and 11th (58 males and 49 females), two, 107 parents, and three, 12 teachers. The result of t-tests and analysis of variance indicated that parents attributed pupils' success to themselves and to pupils. Pupils attributed their success to the teacher and themselves, and teachers attributed pupils' success to themselves and to pupils. In failure situation, parents tended to blame teachers and themselves, pupils tended to blame external causes, and teachers tended to blame pupils and parents. Statistically significant difference was not obtained between male and female pupils in their attribution of success and failure. The three groups of attributers significantly differ in their expectation of pupils' future performance. Hence, parents showed high future success expectancy than pupils and teachers. Furthermore, a significant difference was obtained among the three groups in their attribution of success and failure against pupils gender. However, gender by itself did not appear as a source of variation throughout the study. It was concluded that there was attributional difference between the attributers in their causal explanation of pupils' success and failure, future academic outcome expectancy, and success and failure against pupils gender. However, the attributional difference was not due to the gender difference but due to other variables which influence their attribution.
URI: http://hdl.handle.net/123456789/3869
Appears in:Thesis - Educational Psychology

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