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Attribution Theory
- A body of research into the way students understand their success or
failure, usually in terms of ability, effort, task difficulty and luck.
- 3 Dimensions
- Locus of control
- The extent to which people believe they have power over the events in their life
- the cause of success or failure originates because of factors within us or in the environment
(internal vs. external)
- the cause of success or failure originates because of factors within us or in the environment
(internal vs. external)
- The extent to which people believe they have power over the events in their life
- Stability
- Continuing without change; permanent
- factors (like luck or skills) that affect our behavior over time (stable vs. unstable)
- factors (like luck or skills) that affect our behavior over time (stable vs. unstable)
- Continuing without change; permanent
- Controllability
- To have command or power over
- cause of success/failure something that we have or do not have control over (controllable vs
uncontrollable)
- cause of success/failure something that we have or do not have control over (controllable vs
uncontrollable)
- To have command or power over
- Locus of control
- 4 Factors(Can be both
negative or positive)
- Ability(High Nach*Self-efficacy*respond better to praise)
- a relatively internal and stable factor over which the learner does
not exercise much control
- Internal
- Stable
- Uncontrollable
- Internal
- Examples
- Positive eg. The student is very gifted and talent, and he or she
always gets a high score in most of subjects.
- Negative eg. The student is very stupid in some ways, and this is a
kind of characteristic that he or she cannot change, so he or she
can only gain a lower score.
- Positive eg. The student is very gifted and talent, and he or she
always gets a high score in most of subjects.
- a relatively internal and stable factor over which the learner does
not exercise much control
- Effort(High Nach*Self-efficacy*respond better to praise*can help us to
change attributions<De charms>)
- internal & unstable factor over which the learner can exercise a
great deal of control
- Internal
- Unstable
- Controllable
- Internal
- Examples
- Positive eg. The student makes an effort to his or her psychology
subject and he or she gets a very good ressult in this subject
finally.
- Negative eg. The student is very hard-working, but he or she still
keep failing the exams.
- Positive eg. The student makes an effort to his or her psychology
subject and he or she gets a very good ressult in this subject
finally.
- internal & unstable factor over which the learner can exercise a
great deal of control
- Luck(Low Nach*Learned helplessness*DWeck)
- external & unstable factor over which the learner exercises
very little control
- External
- Unstable
- Uncontrollable
- External
- Examples
- Positive eg. Fortunately, this copy of exam paper or task is quite
easy to answer or finish.
- Negative eg. Unfortunately, this time, the test is very diffifult and
student cannot complete it.
- Positive eg. Fortunately, this copy of exam paper or task is quite
easy to answer or finish.
- external & unstable factor over which the learner exercises
very little control
- Task difficulty(Low Nach)
- an external & stable factor that is largely beyond the
learner’s control
- External
- Stable
- Uncontrollable
- External
- Examples
- Positive eg. The students find the queations on the test paper are
easy to answer.
- Negative eg. The questions teachers set are too difficult for
students to answer.
- Positive eg. The students find the queations on the test paper are
easy to answer.
- an external & stable factor that is largely beyond the
learner’s control
- Ability(High Nach*Self-efficacy*respond better to praise)
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