Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18199
Title: Attributional beliefs of Singapore students: Relations to self-construal, competence, and achievement goals
Authors: Luo, Wenshu
Hogan, David
Yeung, Alexander Seeshing
Sheng, Yee Zher
Aye, Khin Maung
Keywords: Academic attribution
Self-construal
Achievement goals
Self-efficacy
Issue Date: 2014
Citation: Luo, W., Hogan, D., Yeung, A. S., Sheng, Y. Z., & Aye, K. M. (2014). Attributional beliefs of Singapore students: Relations to self-construal, competence and achievement goals. Educational Psychology, 34(2), 154-170. http://dx.doi.org/10.1080/01443410.2013.785056
Abstract: This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence, and achievement goals. A total of 1496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals, and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest, and study skills), followed by teachers' help, ability, parents' help, and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence, and achievement goals) explained 4.2-12.3% of the variances in students' attributional beliefs. In particular, students with interdependent self-construal, high competence, or mastery goals tended to attribute academic success to internal regulation (effort, interest, and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals, or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parents’ help. The findings are discussed in relation to the culture of Singapore.
Description: This is the final draft, after peer-review, of a manuscript published in Educational Psychology. The published version is available online at http://dx.doi.org/10.1080/01443410.2013.785056
URI: http://hdl.handle.net/10497/18199
ISSN: 0144-3410 (print)
1469-5820 (online)
Other Identifiers: 10.1080/01443410.2013.785056
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