Abstract | الملخص

Research confirmed the possibility of changing the way students use to attribute their success and failure. The aim of this study was to investigate the effectiveness of causal attribution training and level of achievement on the perceived self-efficacy and persevering on studying. The sample consisted of (128) students from the University of Jordan. A program of causal attribution training has been developed for the purpose of this study. The members of an experimental group have been subjected to the program, whereas the members of an equivalent control group have been subjected to nothing. To answer the research questions, corrected means and standard deviations for students' scores were obtained. Further, two way analysis of covariance (2x3) was performed to investigate the effect of causal attribution training, level of achievement and their possible interactions on the academic perceived self-efficacy as the dependent variable. In addition, two way analysis of covariance (2x3) was performed to investigate the effect of causal attribution training, level of achievement and their possible interactions on the persevering on studying as the dependent variable. Main findings indicated that, first, there was a significant effect for causal attribution training on students perceived self-efficacy and persevering on studying, second, there was a significant effect for level of achievement on perceived self-efficacy, third, there was no interaction between attribution training and level of achievement. These findings emphasize the importance of improving students' ability to attribute their success and failure.

Authors | المؤلفون

Ahmad Al-Ziq

Keywords | الكلمات الدالة

Causal Attribution, Attribution Training, Academic Perceived Self-Efficacy, Persevering On Studying, Motivation, Cognitive Motivation.

Full Text | المقال كاملا

References | المراجع