Premium
CAUSAL PERCEPTIONS OF SUCCESS AND FAILURE BY ADVANTAGED, INTEGRATED AND DISADVANTAGED PUPILS
Author(s) -
RAVIV A.,
RAVIV ALONA,
BARTAL Y.
Publication year - 1980
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1980.tb02439.x
Subject(s) - disadvantaged , psychology , perception , test (biology) , outcome (game theory) , social psychology , causality (physics) , middle class , social class , class (philosophy) , developmental psychology , political science , mathematics , paleontology , physics , mathematical economics , quantum mechanics , neuroscience , artificial intelligence , computer science , law , biology
S ummary . One hundred and thirty‐four sixth‐grade pupils belonging to different social groups, upper middle class of European‐American and Israeli origin (advantaged pupils), lower middle class of European‐American, Asian‐African and Israeli origin (integrated pupils), and lower class of Asian‐African origin only (disadvantaged pupils) were asked to attribute causality for their success or failure, following a real test in mathematics. The results showed that in the case of success all three groups of pupils tended to attribute the outcome more to internal than to external causes and more to stable than to unstable causes. In the case of failure, advantaged pupils tended to attribute the outcome more to internal than to external causes, integrated and disadvantaged pupils tended to attribute their failure more to stable rather than unstable causes. The implications of these results are discussed.