Causal attributions, self-concept, and motivation in students with high and low academic achievement
Abstract
The aim of this work is to analyze the differential characteristics of the students with high and low academic achievement in some variables of cognitive-motivational nature. As a rule, the results indicate that the group of high academic achievement attributes more their successes to ability and effort, it has highest learning and achievement goals, and presents a highest academic self-concept. On the contrary, the group of low academic achievement attributes more their results of success to the context; it attributes their failure results to ability and effort, and their results of success and failure to luck.
Citación recomendada | Recommended citation
Arias, A. V., Cabanach, R. G., Martínez, S. R., & Aguín, I. P. (1999) . Causal attributions, self-concept, and motivation in students with high and low academic achievement. Revista Española de Pedagogía, 57(214). https://www.revistadepedagogia.org/rep/vol57/iss214/14
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
