Self-efficacy and causal attributions as cognitive-motivational variables in Korean high-achieving and under-achieving students.
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PublisherThe University of Arizona.
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AbstractSelf-efficacy and causal attributions have been suggested as potential predictors of academic achievement and motivation. The few studies that have looked at the relationship between these constructs have been conducted in Western cultures. The purpose of this study was to explore self-efficacy and attributional differences between under-achieving and high-achieving Korean students in reading. Self-efficacy and causal attributions were examined in the framework of learned helplessness with 55 sixth grade Korean students. The students' self-efficacy scores in reading and persistence time on a non-academic task were analyzed using a two-way analysis of variance procedure. Students' attributional responses were analyzed using the qualitative methods. Significant differences were found between under-achieving and high-achieving students for self-efficacy and persistence time. Results revealed a positive relationship between level of achievement and self-efficacy scores in reading, and level of achievement and persistence time. Students' attributional response for their failure on the non-academic task indicated task difficulty as the primary attributional factor. No significant indices of personal learned helplessness were observed. The research findings were discussed in terms of the application of the self-efficacy and causal attribution theories cross-culturally, educational practices, and implications for future research.
Degree ProgramSpecial Education and Rehabilitation