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Teachers' attributions for students' low achievement: A validation of cooper and good's attributional categories
Author(s) -
Tollefson a,
Melvin Jeff,
Thippavajjala Chitra
Publication year - 1990
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(199001)27:1<75::aid-pits2310270111>3.0.co;2-#
Subject(s) - attribution , psychology , academic achievement , test validity , developmental psychology , student achievement , mathematics education , social psychology , psychometrics
Teachers' explanations for students' low achievement were reliably classified using the attributional coding system proposed by Cooper and Good (1983). Teachers most frequently attributed low achievement to a typical pattern of low effort. They viewed acquired student characteristics (e.g., low motivation, poor work habits) as more important than either teacher variables or classroom variables in explaining students' low achievement. Implications of these attribution patterns for improving student achievement and for developing student self‐esteem are discussed.