Attribution of causality in higher education: Analysis of scientific production
DOI:
https://doi.org/10.5433/2236-6407.2011v2n1p2Abstract
The objective of this paper was to analyze the scientific production concerning causal attributions of higher education students. Emphasis was given to preservice teacher samples. Research reports involving university students and inservice teachers, published in national and international literature from 1998 to 2011 were examined. A greater number of research was conducted internationally. The literature regarding preservice and inservice teacher’s causal attributions was scarce. Overall, the relationships between attributional beliefs and psychological variables such as motivation, emotion and behavior were the prevailing issues investigated by attributional research.Downloads
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References
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Haugen, R., Lund, T., Ommundsen, Y. (2008). Personality Dispositions, Expectancy and Context in Attributional Thinking. Scandinavian Journal of Educational Research, 52(2), 171-185.
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N’gbala, A. & Branscombe, N. R. (2003). Causal attribution and counterfactual thinking – when does performing one facilitate performance of the other. Swiss Journal of Psychology, 62(4), 2003, 209–218.
Nickel, D. & Spink, K. S. (2010). Attributions and self-regulatory efficacy for health-related physical activity. Journal of Health Psychology, 15(1), 53-63.
Peterson, S. & Schreiber, J. B. (2006). An Attributional Analysis of Personal and Interpersonal Motivation for Collaborative Projects. Journal of Educational Psychology, 98(4), 777–787.
Pilati, R.; Leão, M., Vieira, J. & Fonseca, M (2008). Efeitos da atribuição de causalidade e custo pessoal sobre a intenção de ajuda. Estudos de Psicologia 2008, 13(3), 213-221.
Roesch, S. C., Vaughn, A. A., Aldridge, A. A. & Villodas, F. (2009). Internacional Journal of Psychology, 44(5), 393-400.
Spink, K. S. & Nickel, D. (2010). Self-regulatory efficacy as a mediator between Attributions and Intention for Health-related Physical Activity. Journal of Health Psychology, 15(1), 75-84.
Stipek, D., & DeCotis, K. (1988). Children’s understanding of the implications of causal attributions for emotional experiences. Child Development, 59(6), 1601-10.
Strohkirch, C. & Hargett, J. (1998). A preliminary analysis of sex differences in attributional patterns and self-esteem levels. Paper presented at the Annual Meeting of the Central States Communication Association. Chicago, Apr., 2- 5.
Van Laar, C. & Weiner, B. (1998). Attributions and expectancies as determinants of achievement in black students. Paper presented at the Annual Convention of the American Psychologycal Association. 106th, San Francisco, Aug, 14-18.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N. J.: General Learning Press. Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Rewiew, 92(4), 548-573.
Weiner, B. (1988). Attribution theory in education. Revista Portuguesa de Educação, 1(1), 21-25.
Weiner, B. (2004). Attribution theory revisited: Transforming cultural plurality into theoretical unity. In: Research on Sociocultural influences on motivation and learning. Information Age Publishing, Inc., 13-29.
Woolfson, L. M.; Brady, K. (2009). An investigation of factors impacting on mainstream teacher’s beliefs about teaching students with learning difficulties. Educational Psychology, 29(2), 221-238.
Woolfson, L.; Grant, E. & Campbell, L. (2007). A Comparison of Special, General and Support Teachers’ Controllability and Stability Attributions for Children’s Difficulties in Learning. Educational Psychology, 27(2), 295–306.
Boruchovitch, E. & Martini, M. L. (1997). As atribuições de causalidade para o sucesso e o fracasso escolar e a motivação para a aprendizagem de crianças brasileiras. Arquivos Brasileiros de Psicologia, 49(3), 59-71.
Brady, K., & Woolfson, L. (2008). What factors influence teacher attributions for children’s difficulties in learning? British Journal of Educational Psychology, 78(4), 115-121.
Cortés-Suárez, G. & Sandiford, J. R. (2008). Causal attributions for success or failure of students in college algebra. Community College Journal of Research and Practice, 32, 325–346.
Ferla, J.; Valcke, M.; Schuyten, G. (2009). Student models of learning and their impact on study strategies. Studies in Higher Education, 34(2),185-202.
Formiga, N. (2004). Atribuição de causalidade e rendimento acadêmico: predição e diferença em alunos da universidade pública e privada. Revista de Psicologia da UNC, 2(1), 3-14.
Ganda, D. R. (2011). Atribuições de Causalidade e Estratégias Autoprejudiciais de Alunos de Curso de Formação de Professores. Dissertação de Mestrado. Faculdade de Educação. Universidade Estadual de Campinas, Campinas. São Paulo, Brasil.
Ganda, D. R. & Boruchovitch, E. (2010). As Atribuições de Causalidade para o Sucesso e Fracasso acadêmico de Alunos de um Curso de Pedagogia. Anais do VII Encontro de Pesquisa em Educação da Região Sul – ANPED. Londrina, PR.
Graham, S. & Weiner, B. (1996). Theories e Principles of motivation. In: D. C. Berliner & R. C. Calfee (Orgs.), Handbook of Educational Psychology (pp. 63-84). New York: Simon & Schuster Macmillan.
Hamilton, R. J. & Akhter S. (2003). Psychometric Properties of the Multidimensional-Multiattributional Causality Scale. Educational and Psychological Measurement, 62(5), 802-817.
Haugen, R., Lund, T., Ommundsen, Y. (2008). Personality Dispositions, Expectancy and Context in Attributional Thinking. Scandinavian Journal of Educational Research, 52(2), 171-185.
Heider, F. (1944). Social perception and phenomenal causality. Psychological Review, 51, 358-374.
Heider, F. (1958). The Psychology of interpersonal relations. New York: Wiley.
Martini, M. L. & Boruchovitch, E. (2004). A teoria da atribuição de causalidade: contribuições para a formação e atuação de educadores. Campinas: Alínea.
Martini, M. L., Del Prette, Z. A. P. (2002) Atribuições de Causalidade para o sucesso e fracasso escolar dos seus alunos por professores do ensino fundamental. Interação em Psicologia, 6(2), 149-156.
Martini, M. L. & Del Prette, Z. (2005). Atribuições de causalidade e afetividade de alunos de alto e baixo desempenho acadêmico em situações de sucesso e fracasso escolar. Revista Interamericana de Psicologia, 39(3), 355-368.
Martini, M. & DelPrette, Z. (2009). Crenças docentes e implicações para o processo de ensino-aprendizagem. Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional, 13, 75-85.
Mclean, J. A., Strongman, K. T. & Neha, T. N. (2007) Psychological Distress, Causal Attributions, and Coping. New Zealand Journal of Psychology, 36(2), 85-94.
Neves, L. F. (2002). Um estudo sobre as relações entre a percepção e as expectativas dos professores e dos alunos e o desempenho em matemática. Dissertação de Mestrado. Universidade Estadual de Campinas: Campinas, São Paulo.
N’gbala, A. & Branscombe, N. R. (2003). Causal attribution and counterfactual thinking – when does performing one facilitate performance of the other. Swiss Journal of Psychology, 62(4), 2003, 209–218.
Nickel, D. & Spink, K. S. (2010). Attributions and self-regulatory efficacy for health-related physical activity. Journal of Health Psychology, 15(1), 53-63.
Peterson, S. & Schreiber, J. B. (2006). An Attributional Analysis of Personal and Interpersonal Motivation for Collaborative Projects. Journal of Educational Psychology, 98(4), 777–787.
Pilati, R.; Leão, M., Vieira, J. & Fonseca, M (2008). Efeitos da atribuição de causalidade e custo pessoal sobre a intenção de ajuda. Estudos de Psicologia 2008, 13(3), 213-221.
Roesch, S. C., Vaughn, A. A., Aldridge, A. A. & Villodas, F. (2009). Internacional Journal of Psychology, 44(5), 393-400.
Spink, K. S. & Nickel, D. (2010). Self-regulatory efficacy as a mediator between Attributions and Intention for Health-related Physical Activity. Journal of Health Psychology, 15(1), 75-84.
Stipek, D., & DeCotis, K. (1988). Children’s understanding of the implications of causal attributions for emotional experiences. Child Development, 59(6), 1601-10.
Strohkirch, C. & Hargett, J. (1998). A preliminary analysis of sex differences in attributional patterns and self-esteem levels. Paper presented at the Annual Meeting of the Central States Communication Association. Chicago, Apr., 2- 5.
Van Laar, C. & Weiner, B. (1998). Attributions and expectancies as determinants of achievement in black students. Paper presented at the Annual Convention of the American Psychologycal Association. 106th, San Francisco, Aug, 14-18.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N. J.: General Learning Press. Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Rewiew, 92(4), 548-573.
Weiner, B. (1988). Attribution theory in education. Revista Portuguesa de Educação, 1(1), 21-25.
Weiner, B. (2004). Attribution theory revisited: Transforming cultural plurality into theoretical unity. In: Research on Sociocultural influences on motivation and learning. Information Age Publishing, Inc., 13-29.
Woolfson, L. M.; Brady, K. (2009). An investigation of factors impacting on mainstream teacher’s beliefs about teaching students with learning difficulties. Educational Psychology, 29(2), 221-238.
Woolfson, L.; Grant, E. & Campbell, L. (2007). A Comparison of Special, General and Support Teachers’ Controllability and Stability Attributions for Children’s Difficulties in Learning. Educational Psychology, 27(2), 295–306.
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Published
2011-04-05
How to Cite
Ganda, D. R., & Boruchovitch, E. (2011). Attribution of causality in higher education: Analysis of scientific production. Estudos Interdisciplinares Em Psicologia, 2(1), 2–18. https://doi.org/10.5433/2236-6407.2011v2n1p2
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