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Peer reviewedPflaum, Susanna W.; Pascarella, Ernest T. – Learning Disability Quarterly, 1982
Given a consistent interaction of student locus of attribution and mode of teacher response, the study sought to determine whether attribution levels could be changed for 69 elementary grade learning disabled students and poor readers. The results indicate that difficulty is encountered in trying to change students' attributions, (Author/SEW)
Descriptors: Attribution Theory, Elementary Education, Feedback, Helplessness
Peer reviewedPascarella, Ernest T.; And Others – American Educational Research Journal, 1983
Forty-seven learning disabled and low-level readers were assigned to reading instruction programs on context cue use differing only in extent of student control of determination of errors. Students high in internality benefited more from instruction in which they determined response correctness; students low in internality benefited from…
Descriptors: Aptitude Treatment Interaction, Context Clues, Elementary Education, Learning Disabilities
Peer reviewedPascarella, Ernest T.; Pflaum, Susanna W. – Journal of Educational Psychology, 1981
Learning disabled and slowly developing readers were assigned to reading instruction programs on context cue use differing only in extent of pupil control over determination of errors. Results indicated no main effect for experimental condition. Interaction was found, however, between pretreatment locus of attribution and experimental condition.…
Descriptors: Aptitude Treatment Interaction, Attribution Theory, Context Clues, Elementary Education
Peer reviewedPascarella, Ernest T.; Pierson, Christopher T.; Wolniak, Gregory C.; Terenzini, Patrick T. – Journal of Higher Education, 2004
The growing demographic diversity of the under-graduate student body in American postsecondary education has been well documented over an extended period of time. One result of this increased diversity is the substantial number of "first-generation" college students from families where neither parent had more than a high-school education. For…
Descriptors: First Generation College Students, Thinking Skills, Outcomes of Education, Comparative Analysis
Download full textPascarella, Ernest T.; And Others – 1995
This study, part of the National Study of Student Learning, sought to determine the extent to which college students' development of internal locus of attribution for academic success during the first year of college was influenced by institutional characteristics, students' academic experiences, and their social/non-academic experiences. The…
Descriptors: Academic Achievement, Attribution Theory, College Freshmen, Educational Experience
Peer reviewedPascarella, Ernest T.; And Others – Research in Higher Education, 1996
A study of 2,392 freshman in 23 diverse two- and four-year colleges in 16 states found a number of variables associated with students' internal attribution at the end of the first college year. Variables included college type (two- vs. four-year), exposure to postsecondary education, work responsibilities, course organization, instructional…
Descriptors: Academic Achievement, Attitude Change, Attribution Theory, College Athletics
