Academic attributions of primary students: Multilevel analysis on school contributions

Academic attributions of primary students: Multilevel analysis on school contributions

• Mok, Magdalena Mo Ching The Hong Kong Institute of Education
• Ma, Hon Suen Hong Kong Institute of Education

The Journal of Quality School Education, 4, 33-46, 2006

The Hong Kong Institute of Education

2006

• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題
• S 學校環境、設備與組織
  • SH 學校文化 / 學校氣氛、師生關係

Theory and Practice of Teaching and Learning Primary Education

• Hong Kong

• 1997.7 onwards

• 小學教育

Primary school pupils’ attributions of academic success are presented in this study. The sample for the study comprised 1154 Year-3 and Year-5 pupils from ten primary schools in Hong Kong. Pupils’ academic attributions were measured by a 16-item Academic Attribution Scale. Pupils indicated the extent to which they attributed their performance at examinations, tests, homework assignments, and class work to luck, ability, effort and use of strategy, on the scale. It was found that girls tended to have healthier attributions than boys did. Girls attributed significantly more to strategy use and effort than boys did. Boys attributed performance to luck significantly more than girls did. Multilevel analysis showed that there was significant school-level and class-level variance for attributional beliefs. Nevertheless, most of the higher level variances of attributional beliefs occurred at the class-level rather than at school level. Implications for teaching and learning are discussed in the article.
[Copyright © 2006 The Hong Kong Institute of Education.]

• 英文

期刊論文

• 16081900

https://bibliography.lib.eduhk.hk/tc/bibs/2fc2d239

2015-03-26