定期試験における原因帰属の変化 : 原因次元に関連して

概要

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Study I examined whether senior high school students could perceive Weiners causal dimensions in 11 causes of academic achievements. Results indicated that the causes were classified into three factors on the basis of the controllability dimension. Study II explored changes in causal attributions to these factors before and after a term examination, and assessed relations between psychological consequences such as affects and expectancy shift and the changes in causal attributions. Of the subjects tested, 38 were successful and 69 failed in the examination. No subjects showed any significant changes in causal attributions in the self-serving direction, but the successful students made more consistent causal attributions to the uncontrollable factor than the students who failed. Success or failure experience and test performance were important determinants of affects and expectancy shift, some of which were in turn closely associated with the changes in causal attributions.