Given the attention paid to bullying in Swedish schools, surprisingly few studies have addressed the antibullying work done by school health staff. This focus-group study is explorative and investigates the experiences of Swedish school health staff concerning bullying and their antibullying work with students. Two distinguishable views of…

A critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates' impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program…

The small-scale research that Yosanne Vella reports in this article was driven by concern to help pupils develop "big picture" visions of the past and to engage effectively with the idea of change as a process rather than an event. The strategy that she adopts--asking groups of students to colour in a timeline recording their judgement…

The present study investigated the cross-lagged associations between parents' attributions of ability and effort concerning their children's success and failure, and children's academic performance in kindergarten and primary school. Two hundred seven children and their parents were followed over three years. The parents completed a questionnaire…

To assess how children set expectations and make attributions, 117 first-, fourth-, and sixth-graders were given either homogeneous or heterogeneous false feedback for four pages of perceptual judgment problems. Older children, girls and persons receiving homogenous feedback had more accurate expectations than their counterparts. Attributional…

Thirty learning disabled (LD) and 30 normal achieving (NA) elementary-aged pupils' attributions, expectations, affect, and persistence were assessed. Ability attributions for failure differed for LD and NA pupils. In addition, effort was judged as more important in determining success than failure for both LD and NA pupils. (Author/SB)

Twenty-one learning disabled students and 25 non-LD students were asked to explain their high and low scores in a bowling game under conditions of either high or low success. LD Ss' explanations did not differ over the two conditions. Findings suggested that LD Ss viewed their difficulty as something that could not be overcome. (Author/CL)

A perceptual analogue of Kelley's augmentation principle was created in animated films depicting the movements of two objects toward a goal. Experiment 1 examined children's causal attributions in the presence and absence of inhibitory causes. Experiment 2 investigated children's causal attributions in the presence of inhibitory causes of…

First, second, and fourth graders listened to stories containing an inconsistent goal and outcome. Children provided a causal inference for the inconsistency, and attributed the inference to themselves or the story. Children's attributions were related to whether the story contained causal information linking the inconsistent events. (BC)

Attributions for students described in case studies as exhibiting immature, unmanageable, or perceptually-delayed behaviors in the classroom were provided by 174 regular education elementary school teachers. The teachers' attributions for the students' difficulties were primarily "other-directed"; student or home factors were most often…

The relation between past history of outcomes and achievement expectancies was examined for 72 elementary school students. (JMB)

Sixteen "helpless" learning disabled students (grades four to five) assigned to an attribution training group demonstrated greater reading persistence and showed significant increases in effort attributions for failure as well as more internal attributions for achievement situations when compared to Ss in the control group. Treatment gains for…

Investigates logical and perceptual determinants of social-cognitive development by examining children's use of consensus information for causal attribution. Results verify the importance of perceptual processes, demonstrating that children can use consensus for person attribution earlier in development than they can for stimulus attribution.…

In 2 studies, age differences in children's self-evaluative responses as a function of success/failure outcome and task ease information were explored. (SB)

Examined the effects of age and aggressive status on children's understanding and use of excuses. Found links between perceived responsibility, anticipated anger, and excuse giving that were stronger among older boys than younger boys, and stronger among aggressive boys than nonaggressive boys. (ET)