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Peer reviewedVan Overwalle, Frank – Journal of Educational Psychology, 1989
Four samples of university freshmen (N=859) rated the influence of 10 possible factors on exam performance. A subset sample (n=209) assessed 10 factors along 3 of the 4 dimensions identified in the first study. Results indicate that the dimensions of locus, stability, control, and globality constitute major causal attributions. (TJH)
Descriptors: Attribution Theory, College Freshmen, Factor Structure, Higher Education
Peer reviewedWillson, Victor L.; Palmer, Douglas J. – American Educational Research Journal, 1983
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…
Descriptors: Academic Achievement, Attribution Theory, Factor Structure, Higher Education
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 reviewedGuskey, Thomas R.; Passaro, Perry D. – American Educational Research Journal, 1994
The structure of "teacher efficacy" was studied with a sample of 342 prospective and experienced teachers through an efficacy questionnaire. Factors correspond to an internal versus external distinction, similar to the locus-of-control measures of causal attribution. (SLD)
Descriptors: Attribution Theory, Construct Validity, Education Majors, Factor Analysis
