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Attributions for School Achievement of Middle School Students

Tucson Unified School District

Michael J. Wagner

Tucson Unified School District

Attributions for success and failure in school were examined with 601 middle and high school students. Students were administered the Multidimensional-Multiattributional Causality Scale and the Achievement Motivation Scale. Attributions of school failure to bad luck appeared to decline across grades. Males attributed school failure to external factors. Achievement motivation was positively correlated with attributions to internal causes.

The Journal of Early Adolescence, Vol. 4, No. 3, 215-222 (1984)
DOI: 10.1177/0272431684043005


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