Academic attribution of secondary students: Gender, year level and achievement level

Academic attribution of secondary students: Gender, year level and achievement level

• Mok, Magdalena Mo Ching Assessment Research Centre, Hong Kong Institute of Education
• Kennedy, Kerry John Assessment Research Centre, Hong Kong Institute of Education
• Moore, Phillip John Assessment Research Centre, Hong Kong Institute of Education

Educational Psychology, 2010

Routledge

2010

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Attribution Secondary Students Culture Gender Year Level Achievement Level

• Hong Kong

• 1997.7 onwards

• Secondary Education

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.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2010.518596]

• English

Journal Articles

• 01443410

• 10.1080/01443410.2010.518596

https://bibliography.lib.eduhk.hk/bibs/adfcde49

2010-12-24