Causality in self-assessment of success/failure at basic school pupils.

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Authors

POLEDŇOVÁ Ivana

Year of publication 2005
Type R&D Presentation
MU Faculty or unit

Faculty of Social Studies

Citation
Description Our project is part of ELSPAC (European Longitudinal Study of Pregnancy and Childhood) branch Brno, Czech Republic. The research is based on recent theories of achievement motivation; by means of causal analysis, they interrelate activities evaluated in terms of success and failure. The study was conducted on a sample of 13-year-old pupils of basic schools. The aim of the study was to explore how the situational/dispositional attribution of school achievement/failure differs from the attribution in non-academic achievement situation. Bipolar scales for four causal factors were used (skills, effort, task difficulty, luck); the data was analyzed separately (a) for pupils with good school results and for pupils with poor school results; and separately (b) for pupils successful and unsuccessful in the achievement situation.
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