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A Reliability and Validity Investigation of the Multidimensional-Multiattributional Causality Scale.
Peer reviewedPowers, Stephen; And Others – Educational and Psychological Measurement, 1985
College students were administered the Multidimensional-Multiattributional Causality Scale (MMCS). Most of the 3-item subscales had adequate reliabilities. A factor analysis of intercorrelations of responses revealed three pure factors and three ambiguous factors. Results provide partial support for reliability and factorial validity of the MMCS.…
Descriptors: Attitude Measures, Attribution Theory, Factor Analysis, Factor Structure
Peer reviewedPowers, Stephen; And Others – Educational and Psychological Measurement, 1983
The Multidimensional-Multiattributional Causality Scale (MMCS) was administered to 74 academically gifted high school students. Data analysis supported the factorial validity of the MMCS. However, several limitations of the scale are discussed. (Author/PN)
Descriptors: Academic Achievement, Attribution Theory, Gifted, High Schools
Peer reviewedPowers, Stephen; And Others – Educational and Psychological Measurement, 1984
The Mathematics Attribution Scale-Algebra (MAS) was designed to assess attributions to ability, effort, task, and environment for success or failure in algebra. The study examined the reliability and validity of the MAS with high ability high school students. Results present a complicated picture of the psychometric properties of the MAS. (Author)
Descriptors: Academically Gifted, Algebra, Attitude Measures, Attribution Theory
Peer reviewedPowers, Stephen; Rossman, Mark H. – Educational and Psychological Measurement, 1983
The reliability and validity of the Multidimensional-Multiattributional Causality Scale was examined for 350 American community college students, ranging in age from 17 to 59. The attributions of ability, effort, context, and luck emerged as well as distinctions between attributions related to academic success or failure. (Author/PN)
Descriptors: Attribution Theory, Ethnic Groups, Factor Structure, Locus of Control
Peer reviewedPowers, Stephen; And Others – Educational and Psychological Measurement, 1985
The Multidimensional-Multiattributional Causality Scale and the Mathematics Attribution Scale were administered to 107 gifted high school students. Both scales' assessments of the attribution of school success and failure to effort and ability were significantly correlated. Limited support for their convergent validity was indicated. (Author/GDC)
Descriptors: Academic Achievement, Academically Gifted, Attitude Measures, Attribution Theory
Download full textPowers, Stephen; And Others – 1985
Sex differences in attributions for success and failure in algebra of Samoan community college students were examined and compared with attributions of a large group of mainland U.S. students. study included the Mathematics Attribution Scale: Algebra Version (MAS), which assessed students' attributions of achievement in algebra to their effort,…
Descriptors: Algebra, Attribution Theory, Community Colleges, Comparative Analysis
Peer reviewedPowers, Stephen; And Others – Psychology: A Quarterly Journal of Human Behavior, 1987
Examined attribution patterns of 132 Japanese-American and 63 Anglo-American university students who completed Mathematics Attribution Scale, achievement motivation, anxiety, and self-esteem measures. Compared to Anglo-Americans, Japanese-Americans attributed their success in algebra more to external causes and attributed their failure in algebra…
Descriptors: Academic Achievement, Algebra, Attribution Theory, College Students
Powers, Stephen; Wagner, Michael J. – 1983
The achievement locus of control of 64 Hispanic and 87 Anglo students enrolled in grades 9-12 in 2 high schools in a large school district in the Southwest was examined with the Multidimensional-Multiattributional Causality Scale (MMCS). Ethnic and sex differences in the attributions of academic success or failure to ability, effort, context, or…
Descriptors: Academic Achievement, Academic Failure, Anglo Americans, Attribution Theory
Powers, Stephen; Rossman, Mark H. – 1983
Attributions for school success and failure were examined among 112 Native American and 99 Anglo students at a large, urban multi-campus community college system in the Southwest, by using the Multidimensional-Multiattributional Causality Scale. All subjects were in remedial reading classes; 48% were male and 52% were female. Mean age was 24.1,…
Descriptors: Academic Achievement, Academic Aspiration, Academic Failure, American Indian Education
