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|Title: ||CAUSAL ATTRIBUTIONS OF PARENTS', PUPILS', AND TEACHERS' REGARDING PUPILS' ACADENUCOUTCOMES|
|Authors: ||DERBIE, WORKINEH|
|Advisors: ||Dr. Mekonnen Yimer|
|Keywords: ||CAUSAL ATTRIBUTIONS|
|Copyright: ||Jun-1998 |
|Date Added: ||21-Nov-2012 |
|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.|
|Appears in:||Thesis - Educational Psychology |
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