Causal Attributions of Parents', Pupils', and Teachers' Regarding Pupils' Academic Outcomes (The Case of Arbaminch Compo Sec. School)
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Date
1998-06
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Addis Ababa University
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 fa ilure 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 11 th (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. Pupil s attributed their success to the teacher and
themselves, and teachers attributed pupils' success to themselves and to pupils. In
fai lure situation, parents tended to blame teachers and themselves, pupils tended to
blame external causes, and teachers tended to blame pupi ls and parents. Statistically
significant difference was not obtained between male and female pupils in their
attribution of success and failure. The t1u'ee groups of attributers significantly di ffer 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 fa ilure 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 fa ilure, future academic outcome
expectancy, and success and fa ilure against pupi ls gender. However, the attributional
di fference was not due to the gender di fference but due to other variables which
infl uence their attribution.
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Keywords
Causal Attributions of Parents