The effects of the attributional style on the mathematics performance of senior secondary school students

IF 0.7 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

South African Journal of Education Pub Date : 2022-08-31 DOI:10.15700/saje.v42n3a2113

A. Lapite, J. Maree, J. Jordaan

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引用次数: 0

Abstract

The purpose of this study was to explore the effects of the attributional style on the mathematics performance of senior secondary school students. The study involved a sequential explanatory mixed-method approach (QUANTITATIVE + qualitative). The quantitative part of the study involved 300 students drawn from 2 schools chosen in 2 education districts in Lagos State, Nigeria. The major data generation instruments for the study were the Attributional Style Questionnaire (ASQ), the mathematics performance scores of students, and focus-group interviews. Focus-group interviews with 20 students (10 students per school) were used in the qualitative part of the study. Quantitative data were analysed by calculating correlation coefficients, conducting multiple regression analyses, and performing a one-way analysis of variance to compare the subscales across gender and socio-economic status. Conversation analysis was used to analyse the qualitative data generated. The findings reveal no significant relationships between the attributional style and mathematics performance. Gender-based differences were found in the stability and globality scales, students’ socio-economic status, and their attitudes towards mathematics. Future research on all the variables used in this study could be replicated on different samples. Researchers could consider exploring the use of an attributional style questionnaire on academic issues using a similar sample as in this study.

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归因风格对高中生数学成绩的影响

本研究旨在探讨归因风格对高中生数学成绩的影响。该研究采用了顺序解释的混合方法（定量+定性）。该研究的定量部分涉及来自尼日利亚拉各斯州两个教育区的两所学校的300名学生。该研究的主要数据生成工具是归因风格问卷（ASQ）、学生的数学成绩和焦点小组访谈。研究的定性部分使用了20名学生（每所学校10名学生）的焦点小组访谈。通过计算相关系数、进行多元回归分析和进行单向方差分析来分析定量数据，以比较不同性别和社会经济地位的分量表。会话分析用于分析生成的定性数据。研究结果表明，归因风格与数学成绩之间没有显著关系。在稳定性和全球性量表、学生的社会经济地位以及他们对数学的态度中发现了基于性别的差异。未来对本研究中使用的所有变量的研究可以在不同的样本上复制。研究人员可以考虑使用与本研究类似的样本，探索在学术问题上使用归因风格问卷。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

South African Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

0.00%

发文量

审稿时长

16 weeks

期刊介绍： The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.