Doctoral Dissertations

Date of Award

12-1990

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

R. Steve McCallum

Committee Members

Donald Dickinson, Richard Saudargas, Robert Williams

Abstract

Hypothesized relationships among students' self-attributions for social and academic success and failure, dimensions of self-concept, and social functioning were examined. Social attributions were measured using the Student Social Attribution Scale (SSAS) which was developed for this study. The SSAS is a measure of effort, ability, and external attributions for social success and failure in the school setting. Cronbach's alpha, item-subscale correlations and test-retest reliability coefficients provided evidence that the scale is psychometrically sound; factor analyses provided evidence for a predicted six factor structure. Academic attributions were assessed using the Sydney Attribution Scale (SAS), a scale developed in Australia, but validated for use with American students from data collected in this study; self-concept was assessed using the Self-Description Questionnaire (SDQ); social functioning was assessed using the Social Skills Rating System (SSRS); finally, academic achievement was assessed using the Comprehensive Test of Basic Skills (CTBS/4). The instruments were administered to 237 4th and 5th graders according to scripted directions. Generally, social, reading, and math success attributed to ability and effort were significantly positively related to predicted dimensions of self-concept (SDQ scores) and to social behavior (SSRS) and academic achievement (CTBS/4 scores). For example, children who highly endorsed effort as a cause for making friends were more likely to have higher social self-concepts and social skills scores than were children who less highly endorsed effort as a cause for friend making. Generally, social, reading, and math failure attributed to ability and effort were significantly negatively related to predicted dimensions of self-concept and to performance. Although attributions, self-concept, and (social and academic) performance may causally influence each other in a reciprocal manner, results from a path analysis provided support for the following causal paths: 1) attributions for social success and failure outcomes lead to social self-concept, which in turn leads to social functioning; and similarly, 2) attributions for academic success and failure outcomes lead to academic self-concept, which in turn leads to academic achievement. Results provide evidence that attributions are related to self-concept and social and academic performance. With further development, the SSAS and the SAS may be used to assess social and academic attributions to plan school-based interventions.

Download
Files over 3MB may be slow to open. For best results, right-click and select "save as..."

Share

COinS