Teacher’s causal attributions for success and failure of their students

Authors

  • Mirella Lopez Martini
  • Zilda Aparecida Pereira Del Prette

DOI:

https://doi.org/10.5380/psi.v6i2.3302

Keywords:

teacher-student’s interactions, causal attributions, academic achievement

Abstract

Teacher-student interactions constitute a particular moment to express teachers’ pedagogic thoughts and to transmit, intentionally or not, their beliefs about the student and the educational process. As personal beliefs concerning the reasons why certain events occur or not, causal attribution can affect the characteristics of teacher-student's interactions and by this way the students’ academic achievement. This study investigated causal attributions for students’ success or failure in a sample of 30 high school third grade female teachers. Data were collected using questionnaires and analyzed in qualitative and quantitative ways. The results showed a tendency to consider the students responsible for their academic success and failure, although teachers recognized their educational actions as a factor of students’ learning and development. Some aspects of the relationship among the teachers’ beliefs, their pedagogic practices and the students’ developmental and learning processes are discussed.

Keywords: teacher-student’s interactions; causal attributions; academic achievement.

Downloads

How to Cite

Martini, M. L., & Del Prette, Z. A. P. (2002). Teacher’s causal attributions for success and failure of their students. Interação Em Psicologia, 6(2). https://doi.org/10.5380/psi.v6i2.3302

Issue

Vol. 6 No. 2 (2002)

Section

Articles

License

The approval of articles implies the immediate acceptance, with no imposition, that the journal Interação em Psicologia will have the exclusivity of the first publication of the article. The authors will, notwithstanding, keep the copyrights for future publications. In case of republication of the articles in other media, it is demanded the mention to the first publication in the journal Interação em Psicologia. The authors also authorize their articles to be available in all the indexes of which the journal is included. 

The Editorial Board is not responsible for the concepts or statements expressed in the published works, which are the sole responsibility of their authors.

The journal Interação em Psicologia offers immediate open access to all its content, following the rationale that offering gratuitous scientific knowledge to the public promotes the democracy of knowledge and published works tend to produce higher impact. The published articles in the journal are available under the Creative Commons License CC-BY-NC 4.0 (https://creativecommons.org/licenses/by-nc/4.0/). According to this license, the access, distribution, reusing of the articles for non-commercial sources are allowed, provided that the authors and the source is referenced. When submitting articles to the journal Interação em Psicologia, authors agree with making their texts legally available based on this license.