On the Causal Attribution of Academic Achievement in College Students

Chuanping Lei

Abstract


Based on causal attribution theory, we investigated the characteristics of causal attribution of academic achievement, expectancy change and emotional response in college students via a questionnaire survey. It was found that: (1) College students had different attributions on success and failure. Differences among students’ grades and that between success and failure were significant while differences between genders were not significant. (2) College students had higher expectation when they came across failure, and they were willing to work hard to make progress. (3) College students would feel gratified and proud after success. They would feel compunctious and depressed after failure. Their emotional responses were stronger when they succeed.

Full Text: PDF DOI: 10.5539/ass.v5n8p87

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Asian Social Science   ISSN 1911-2017 (Print)   ISSN 1911-2025 (Online)

Copyright © Canadian Center of Science and Education 

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.