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Revisiting the Relationship between Attributional Style and Academic Performance.

Houston, Diane M. (2015) Revisiting the Relationship between Attributional Style and Academic Performance. Journal of Applied Social Psychology, . pp. 1-9. ISSN 0021-9029. E-ISSN 1559-1816. (doi:10.1111/jasp.12356) (KAR id:52430)

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Official URL
http://dx.doi.org/10.1111/jasp.12356

Abstract

Previous research into the relationship between attributions and academic performance has produced contradictory findings that have not been resolved. The present research examines the role of specific dimensions of attributional style in predicting subsequent academic performance in a sample of pupils (N?=?979) from both high- and low-achieving schools. Hierarchical regression and moderation analyses indicate that internal, stable, and global, attributional styles for positive events predict higher levels of academic performance. Global attributions for negative events were related to poorer performance across all schools. Stable attributions for negative events were related to higher levels of performance in high-achieving schools but not in low-achieving schools. Higher levels of internality for negative events were associated with higher performance only in low achieving schools.

Item Type: Article
DOI/Identification number: 10.1111/jasp.12356
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Divisions > Division of Human and Social Sciences > School of Psychology
Depositing User: Sian Epps
Date Deposited: 25 Nov 2015 12:59 UTC
Last Modified: 16 Feb 2021 13:30 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/52430 (The current URI for this page, for reference purposes)
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