Causal attributions of success and failure on WISC-R subtests by high and low achievers
✍ Scribed by Joseph A. Buckhalt
- Publisher
- John Wiley and Sons
- Year
- 1985
- Tongue
- English
- Weight
- 453 KB
- Volume
- 22
- Category
- Article
- ISSN
- 0033-3085
No coin nor oath required. For personal study only.
✦ Synopsis
Students referred by teachers for a gifted program and students referred for evaluation because of learning difficulties were asked a series of questions about their highest and lowest subtest scores on the WISC-R. Both groups tended to view Performance subtests as best, and the correlations between particular subtests perceived as best or worst and actual scores were significant. For free response attributions, no students ascribed success or failure to luck, and very few mentioned effort. High-achieving students credited ability as most responsible for their best subtest, while low-achieving students blamed lack of ability for their worst subtest. No significant difference between the groups was found, however, when students rated the relative importance of ability, effort, task difficulty, and luck. Equal proportions of students in both groups expressed preferences for continued work on their best or worst subtest.