The relevance of attribution theory to educational psychology
Summary :
Table of Contents
- Introduction
- Weiner's (1979) theory of achievement attribution
- The importance of controllability as a critical determinant of the expectancy of success
- The effect of antecedent and program-specific attribution training in combination with self-control training on the use of strategic behaviors
- The ineffective aspect of reattribution training on learning-disabled or hyperactive children
- The role of teachers and its significance in influencing children's learning and behavior
- Conclusion
- Bibliography
Abstract
attribution theory refers to the "causal explanations that individuals infer for their own behavior, and that of others, in an attempt to interpret their social world" (Burgner and Hewstone, 1993. p.125). As Eslea (1999) notes, "attributional styles have been found to be an important factor in a number of areas relevant to education, including childhood and adolescent depression, familial abuse, reading achievement, academic task persistence and coping with the problems of low socio-economic status" p. 35. The aim of this essay is to discuss the relevance of attribution theory to educational psychology. Specifically, the essay will focus on the success and failure attributions of children who have learning difficulties, the attributions made by children who have behavior problems and the impact that the attributional styles adopted by teachers may have on children's learning.
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