Causal attributions, self-concept, and motivation in students with high and low academic achievement
Antonio Valle Arias, Ramón González Cabanach, Susana Rodríguez Martínez, Isabel Piñeiro Aguín
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.
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