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Peer reviewedGraham, Sandra; Long, Anna – Journal of Educational Psychology, 1986
Two experiments were performed to examine the process of attributional thinking in Black and White children who differed in social class. Blacks did not display a less adaptive attributional pattern than did whites following actual performance on exams, and no differences existed in children's understanding of the meaning of causes. (Author/LMO)
Descriptors: Analysis of Variance, Attribution Theory, Black Youth, Failure
