Vrbešić, Sandra.
(2007).
Attributions of school success and failure in regards to gender and test anxiety.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Vlahović-Štetić, Vesna].
Abstract
The aim of this research was to investigate, in real-life school situation, if there were differences between school success and failure attributions with respect to gender and test anxiety. For that purpose we used four attribution scales: Activation-motivation, Gender-personality, Family and School. Besides those four attribution scales, we also used General Data Questionnaire and Test Anxiety Questionnaire (UMSI). Participants in this research were 150 elementary school seventh grade pupils. The results showed significant main sex effect on failure attribution scales of Activation-motivation, Gender-personality and Family. In failure attributions female pupils have significantly higher results than male pupils. Significant main test anxiety effect was shown on success attribution scales of Gender-personality and School. Pupils with higher test anxiety have also significantly higher results on both Gender-personality and School scales. Further analyses showed no interaction effect of gender and test anxiety on success and failure attributions, remaining statistically insignificant for all four scales. Those results could help us to better understand pupils and the ways in which female and male pupils experience success and failure and to understand how and how much test anxiety effects pupils' understanding of school success.
Actions (login required)
 |
View Item |
Statistics
Statistics