Background: According to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys. Aims: This experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers'…

Background: Previous literature highlights the importance of causal attributions in achievement and motivation. However, the studies about causal attributions in second language acquisition (SLA) are limited and scarce. Aims: This study was designed to determine the frequency of successful and unsuccessful activities per English level and to…

Background: Goal theory research has mostly focused on the unidirectional effects of goals on learning strategies and academic achievement. Reciprocal relationships have mostly been neglected. Aims: The primary aim of this study was to examine the reciprocal relations and causal ordering of mastery goals, metacognitive strategy use, and academic…

Background: Recent studies have investigated the causal attributions for difficult pupil behaviour made by teachers, pupils, and parents but none have investigated the temporal stability or predictive validity of these attributions. Aims: This study examines the causal attributions made for difficult classroom behaviour by students on two…

Background: Teachers' work overload has been the subject of intense research, and the results of these studies show that a substantial proportion of teachers perceive their job as very stressful. Aims: To investigate how different formulations of high demands and low decision latitude was related to teachers' burnout, and to estimate the possible…

Describes a study that assessed (1) differences in causal ascriptions for a given performance outcome between males and females; and (2) sex differences in performance expectations, pretest anxiety, desire to take similar tests in the future, and expectations of performance outcomes on future tests. Contrasts results with previous findings by…

Seventy-five undergraduate students projected their feelings in eight typical achievement situations. As hypothesized, perception of success or failure and effort were casually linked to affect, and task importance contributed to perceived value of the outcome. (Author/RM)

Results provided some support for a self-serving model of causal attributions for success and failure. It was also found that males and females did exhibit some differences in their patterns of causal attributions for similar outcomes. (RM)

In this review, little support is found for Piaget's claim that with increasing peer group interaction adult authority becomes less legitimate to the child. It is suggested that the adult exerts increasing influence with age on children's moral judgment and, therefore, emphasis on peer-centered moral education may be misdirected. (Author/SJL)

Seventy-five students projected their feelings in eight typical achievement situations. Each student described affective responses to one situation, varying in achievement outcome, task importance, and effort. The 2 x 2 x 2 analysis of variance for affective component scores indicated that perceptions of success/failure accounted for most of the…

Children, aged 9, 12, and 15, evaluated successes and failures of other children using information supplied about ability, effort, outcome, and sex. Several sex differences were found, particularly in the extent to which evaluations related to effort and outcome information. Findings are compared to those of American and Iranian studies.…

Reports research into the affective responses of 75 University of Iowa undergraduate students to situations varying in achievement outcome, task importance, and effort. Analysis of variance indicates that the affective component score is dependent mainly on the student's perceptions of his/her academic success or failure. (EAO)

Eight female fourth- and fifth-grade mathematics teachers, 69 of their middle-class pupils, and the pupils' parents were asked to indicate the extent to which each of 10 given causes influenced the pupil's grade. Their perceptions on teacher, pupil, and parent responsibility for success and failure are compared. (Author/SJL)

Experiments with fifth grade, tenth grade, and college students showed that, while students believe that teachers and they themselves appreciate effort more than ability, they actually would rather be perceived as having ability than as exerting effort. Fifth graders reacted more favorably to effort exertion than did the older groups. (Author/GC)

Following a mathematics test, 134 sixth-graders from different social class/national origin groups, were asked to attribute causality for their success or failure. All groups tended to attribute success more to internal than external causes and more to stable than unstable causes. Attributions of failure varied between the groups. (Author/SJL)