A carregar...
Publicação
Attributions to academic achievements in the transition to higher education
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 658.64 KB | Adobe PDF |
Orientador(es)
Resumo(s)
The perceived causes of success in academic learning play a decisive role in students’ goals, behaviours and
emotional reactions towards similar situations in the future.
The purpose of this study was to identify the perceived causes
of academic achievement in the transition to higher education
and to relate them to the academic outcomes. The participants,
204 college students, were asked to rate the importance of a
list of attributions to their academic outcomes. Those ratings
were related to a measure of academic success. The results
have revealed that the most important perceived causes of
success are internal and controllable. Discriminant analysis
permitted the estimation of a significant discriminant function
that distinguishes between successful and non-successful students. A one-way ANOVA has revealed significantly higher
means of internal and controllable attributions in more successful students. These results suggest the importance of interventions to help students assume control over their success
and engage intentionally in more effective learning processes.
Descrição
Palavras-chave
Attributions Learning College students Academic success
Contexto Educativo
Citação
Barros, Alexandra & Veiga Simão, Ana Margarida (2018). Attributions to Academic Achievements in the Transition to Higher Education. Current Psychology, 37(1), 216-224. https://doi.org/10.1007/s12144-016-9505-4
Editora
Springer