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Three A's: How Do Attributions, Attitudes, and Aptitude Contribute to Foreign Language Learning?
Author(s) -
Cochran Jeff L.,
McCallum R. Steve,
Bell Sherry Mee
Publication year - 2010
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2010.01102.x
Subject(s) - attribution , german , aptitude , psychology , foreign language , structural equation modeling , causality (physics) , social psychology , mathematics education , linguistics , developmental psychology , computer science , philosophy , machine learning , physics , quantum mechanics
The researchers investigated attributions for success, attitudes, and aptitudes for native language learning and foreign language learning success for 648 students enrolled in 100‐level university foreign language courses (Spanish, French, and German). We examined relationships via correlational analyses and used structural equation modeling to determine the best predictive model. Relationships among variables were generally positive but low to moderate in magnitude (r=−.12 to r=.45).The best predictive model was attitudes leading to aptitude leading to exam grades. Attributions did not contribute to the prediction. Gender differences were indicated in effort attributions and in exam grades. Results underscore the importance of attitude in foreign language success.