The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Attributions for Academic Success and Failure: An Individual Difference Investigation of Academic Achievement and Gender
Abstract
Ability, effort, and external attributions for academic success/failure as a function of achievement and gender were investigated for 237 elementary school children. Six attributions were the dependent measures for two 2 (achievement) × 2 (gender) MANOVAs. Groups were formed by Total Reading and Total Math scores on the Comprehensive Test of Basic Skills/4; for both MANOVAs results yielded significant main effects for achievement, but not for the gender and interaction effects. Follow-up ANOVAs revealed that high achievers attributed success to ability to a significantly greater extent than did low achievers. Low achievers attributed math failure to ability to a significantly greater extent than did high achievers; for reading, the difference in reading failure to ability attributions approached significance. Finally, low achievers attributed reading success to external factors to a greater extent than did high achievers. No differences in effort attributions were noted for high and low achievers.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“On the contrary, the negative motivational consequences of attributions that ascribe failures to ability have been well documented by researchers interested in achievement (Bell, McCallum, Bryles, & Driesler, 1994; Covington & Omelich, 1984; Dweck, 1975; Jagacinski & Nicholls, 1984; Weiner, Russell, & Lerman, 1979).”
From Praise for intelligence can undermine children's motivation and performance. (1998) · cites this paper as Bell, McCallum, Bryles, & Driesler, 1994
Citations
Cites
Achievement Motivation and Attributions for Success and Failure
Powers, S., Douglas, P., Cool, B. A., & Gose, K. F. (1985) · Psychological Reports · doi:10.2466/pr0.1985.57.3.751 · Cited by 9
Research works printed but not linked: 25
- 10.1037/0021-843X.87.1.49 · DOI · Paper page
- 10.2466/pr0.1977.41.2.595 · DOI
- 10.1111/j.2044-8279.1984.tb00844.x · DOI
- Bell, S. M. (1990). Student attributions for social and academic success and failure and their relationships with self concept, social functioning, and achievement. Unpublished doctoral dissertation, University of Tennessee, Knoxville.
- 10.1007/BF00287946 · DOI
- 10.1002/1520-6807(198504)22:2<224::AID-PITS2310220216>3.0.CO;2-E · DOI
- 10.1037/0022-3514.37.9.1487 · DOI
- CTB Macmillan, 1989, Comprehensive Test of Basic Skills, Fourth Edition Technical Bulletin 1
- 10.1037/h0077149 · DOI · Paper page
- 10.1037/0022-3514.32.6.1077 · DOI
- 10.1037/0022-3514.38.3.441 · DOI
- 10.1037/h0034248 · DOI
- 10.1007/BF01173088 · DOI
- 10.1016/0022-0965(89)90040-4 · DOI
- 10.1037/0022-0663.76.6.1291 · DOI
- 10.1037/0022-0663.76.1.3 · DOI
- Parsons, J. C., 1982, Assessing achievement
- 10.2466/pr0.1983.53.2.597 · DOI
- 10.2466/pr0.1985.57.2.475 · DOI
- 10.2466/pr0.1984.55.2.423 · DOI
- 10.1080/00220671.1987.10885808 · DOI
- 10.1007/BF00913789 · DOI
- 10.1007/978-1-4612-4948-1 · DOI
- 10.1037/0022-0663.77.5.608 · DOI
- 10.1037/0022-0663.80.1.76 · DOI
Cited by
Sorted by citations
Praise for intelligence can undermine children's motivation and performance.
Mueller, C. M., & Dweck, C. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.1.33 · Cited by 1,709
New trends in gender and mathematics performance: A meta-analysis.
Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010) · Psychological Bulletin · doi:10.1037/a0021276 · Cited by 920
Metadata
- Authors
- Bell, S. M., McCallum, R. S., Bryles, J., Driesler, K., McDonald, J., Park, S. H., & Williams, A.
- Affiliations
- University of Tennessee at Knoxville (US)
- Venue
- Journal of Psychoeducational Assessment
- Publisher
- SAGE Publications
- Published
- 1994-03
- Volume
- 12
- Issue
- 1
- Pages
- 4-13
- ISSN
- 0734-2829 (ISSN-L)
- 1557-5144
- OpenAlex
- W2129596757
- Cited by
- 15
- References
- 1
- Citations by year
- 2019: 1 · 2014: 2 · 2012: 2
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Psychoeducational Assessment (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
- Keywords
- attribution theory, academic performance, gender differences, ability attribution, effort attribution, external attribution, academic success and failure, elementary school students, reading achievement, mathematics achievement, high and low achievers
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
