This study explores preservice teacher attributions to children's behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes…

Despite widespread utilization, research exploring associations between playgroup and child development is scarce. We analyzed a national data set measuring the holistic development of children aged 4 to 6 years who commenced school in Australia in 2015 (n = 104,767), the Australian Early Development Census, to explore developmental differences…

An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with minority students' experiences. Ethnic studies courses provide an example of such "culturally relevant pedagogy" (CRP). Despite theoretical support, quantitative evidence on the effectiveness of these courses is…

This article examines an understudied aspect of teachers' sensemaking of student learning data: the way in which teachers explain the causes of the outcomes observed in data. Drawing on sensemaking and attribution theory and data collected in six middle schools, we find that while teachers most often attributed outcomes to their own instruction,…

This study examined the student and high school contextual factors associated with high school students' enrollment in Hispanic-Serving Institutions (HSIs). The authors drew on a conceptual framework of college choice involving the concepts of multiple capitals and individual and organizational habitus to examine the postsecondary trajectories of…

Understanding the impact of "instructional regimes" on student learning is central to advancing educational policy. Research on instructional regimes has parallels with clinical trials in medicine yet poses unique challenges because of the social nature of instruction: A child's potential outcome under a given regime depends on peers and teachers,…

T.W. Elig and I.H. Frieze used a multitrait, multimethod approach to contrast three methods for measuring attributions: unstructured/open-ended, structured/unidimensional, and structured/ipsative. This paper reanalyzed their data using confirmatory factor analysis techniques. (Author/PN)

Education majors completed questionnaires about student success or failure in hypothetical situations and their responses were categorized. Dimensions of the category scheme concerned the student (ability and effort), the situation (task difficulty and luck), and the teacher (experience and preparation). (CTM)

Attribution interviews were conducted with 30 mothers who had disagreed with their child's teacher regarding the cause of a school-related problem and with 30 teachers who had similar disagreements with a parent. Parents tended to hold teachers responsible for problems and teachers assigned most responsibility to parent-home factors. (Author/RL)

The interrelationships among motivational variables drawn from locus of control (LOC) theory and attribution theory, combined with measures of school achievement were measures of school achievement were investigated. Motivational instruments were administered to intermediate grade students and achievement data were extracted from existing school…

Experiments were conducted to determine undergraduates' attributions for examination performance. A latent partition analysis of subjects' categories was performed by another group of educational psychology students. Combined attribution clusters reflected locus of control and stability dimensions. Students differentiated attribution clusters only…

Second and third graders' competence to integrate knowledge of their ability and effort, as they would function in the child's success on a reading task, was examined in terms of the constraints of the stages of the Genevan operativity model. (Author/PN)

This study builds on previously established attribution-affect linkages in an effort to better understand teachers' evaluative reactions to student success and failure. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. (Author)

Attitudinal and attributional variables relating to the election of mathematics courses by females and males are identified. A small set of variables explaining the variance in female and male mathematical plans was found. These results may help in understanding why larger proportions of males than females elect mathematics. (Author/GK)

The effects of cooperative and competitive reward structures on children's attributions and effective reactions to success and failure were examined. Results showed that competitive contingencies accentuated the differences in self-other perceptions and cooperative contingencies minimized these differences. (Author/GK)