An investigation on students' causal attribution of performance in high school physics

• Main Authors: Molina, L. M., Carambas, B. M., Resurreccion, Nesse Grace U., Herrera, M.U.
• Format: text
• Published: Animo Repository 2007
• Subjects: Attribution (Social psychology)—Testing; Physics—Study and teaching; Academic achievement; Physics; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/8689
• Institution: De La Salle University

The objective of this study is to determine the causal attribution of performance (success or failure) in their 1st Quarter Examination, Long Tests, Quizzes, Recitation and Laboratory activities of UP Rural High School senior students . Attribution of performance was classified as follows: (1) Internal stable (Heredity, intelligence, skill) (2) Internal unstable (effort, patience). (3) External stable (Nature of physics) and (4) External unstable (teacher, peers, and environment). This study also explored students' motivation, subject appreciation and subject comprehension. Results showed that most of the students attributed their performance to external unstable factors. Spearman Rank Correlation revealed that there is only a moderate linear correlation between students' attributions and students' grade. This means there must be other external factors, not included in the questionnaire, that come into play in determining students' grades.