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|Other Titles:||The Relationships Between Elementary School Children's Attribution Forms & Expectations of Academic Achievement|
Department od Education, NTNU
This study is base don the casual attribution theories of B. Weiner's and J.B. ROTTER's. I t aims at studying the relationships between elementary school children's attribution forms and expectations of academic achievement, to be a guiding reference for school authority, teachers and parents, while they're educating children.The sample being studies is a group of 576 six─grade children, including 292 boys and 286 girls. They have received experimental research and completed four questionnaires, which include“Questionnaire A.B on Expectations of Academic Attribution Forms of Academic Achievement”, and“Academic Achievement Test I, II”, while the contents of this study consist of four categories：（1）the differences of attributions forms and academic achievement expectations between children with parents of different educational level；（II）the relationships between failure's or success's academic achievement of locus of control & academic achievement expectation；（III） manipulating the stability of attribution forms to influence children’s expectations of academic achievement；（IV）the relationships between attribution forms and expectations of academic achievement. The data acquired have undergone two─way ANOVA, three─way ANOVA, and stepwise multiple analysis, and result in the following conclusions：（1）The attribution forms of children with parents of higher educational level tend to be regression analysis oriented, and with higher expectations of academic achievement；and vice versa, the attribution forms of children with parents of lower educational level to be progression analysis oriented, and with lower expectations of academic achievement.（II）Children with higher expectations of academic achievement tend to contribute the failure of their academic achievement to the difficulties of tasks, yet contribute their success to their abilities and efforts；while children with lower expectations of academic achievement tend to contribute the failure of their academic achievemen
|Appears in Collections:||教育研究所集刊|
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