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Causal attributions of success and failure on WISC‐R subtests by high and low achievers
Author(s) -
Buckhalt Joseph A.
Publication year - 1985
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198504)22:2<224::aid-pits2310220216>3.0.co;2-e
Subject(s) - luck , psychology , attribution , developmental psychology , academic achievement , task (project management) , intelligence quotient , mathematics education , social psychology , cognition , philosophy , theology , management , economics , neuroscience
Students referred by teachers for a gifted program and students referred for evaluation because of learning difficulties were asked a series of questions about their highest and lowest subtest scores on the WISC‐R. Both groups tended to view Performance subtests as best, and the correlations between particular subtests perceived as best or worst and actual scores were significant. For free response attributions, no students ascribed success or failure to luck, and very few mentioned effort. High‐achieving students credited ability as most responsible for their best subtest. No significant difference between the groups was found, however, when students rated the relative importance of ability, effort, task difficulty, and luck. Equal proportions of students in both groups expressed preferences for continued work on their best or worst subtest.