Academic Attribution of Secondary Students: Gender, Year Level and Achievement Level

Autor/inn/en	Mok, Magdalena Mo Ching; Kennedy, Kerry John; Moore, Phillip John
Titel	Academic Attribution of Secondary Students: Gender, Year Level and Achievement Level
Quelle	In: Educational Psychology, 31 (2011) 1, S.87-104 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Academic Failure; Academic Achievement; Foreign Countries; Cultural Influences; Cultural Background; Gender Differences; Secondary School Students; Attribution Theory; Multivariate Analysis; Academic Ability; Learning Strategies; Hong Kong + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Cultural influence; Kultureinfluss; Geschlechterkonflikt; Sekundarschüler; Multivariate Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hongkong
Abstract	This study is concerned with the attribution of secondary students. Causal interpretations for academic success and failure were analysed to investigate the effect of gender, year level and achievement level on students' academic attributions in Hong Kong, a Confucian Heritage Culture. The sample for the study comprised 14,846 students currently enrolled in Secondary 1 to Secondary 6 in Hong Kong. Multivariate analyses of variance found significant gender differences in ascriptions to ability, effort and strategy use reasons for school performance of students who shared a common cultural background. These effects remained after controlling for achievement and year levels. Chinese females in this sample were more inclined than Chinese males to explain their academic failure in terms of their lack of ability and strategy use. Females were also more likely to explain their academic success in terms of their effort or strategy use. Nevertheless, the study found secondary students of both genders and across all achievement and year levels, consistently ascribed to effort as the most important reason for academic outcomes. Secondary 4 students were significantly more inclined than students of lower levels to attribute their academic outcomes to effort and strategy use. Cultural influences are discussed in interpreting the findings. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10