Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school

Abstract

Students typically perceive their successes and failures to have multiple causes. The present study examined students’ profiles of causal attributions for success and failure during the first year of secondary school. The stability of attributional profile membership was assessed across three timepoints. Furthermore, it was examined whether students characterized by different attribution profiles differed in their levels of school engagement, self-esteem, and school performance. Latent profile analyses and latent transition analyses among 657 first-year Dutch secondary school students (M_age = 12.6, SD = 0.4) identified four attributional profiles, which were similar across the three timepoints. The profiles were labelled uncontrollable failure, controllable failure, uncontrollable success, and undifferentiated. About half of the students (52 %) remained member of the same profile across the three timepoints. Students in the uncontrollable success profile reported significantly lower levels of school engagement and self-esteem, and performed less well in school compared to students in the other profiles. Students in the uncontrollable failure profile and the controllable failure profile did not differ from each other with regard to school engagement, self-esteem, and school performance. The findings suggest that attributional retraining interventions may want to shift their focus from changing uncontrollable failure attributions to changing students’ external, uncontrollable attributions for success.