Teachers' perceptions of students' excuses for academic difficulties

✍ Scribed by Nona Tollefson; Susan Hsia; Jeff Townsend

• Publisher: John Wiley and Sons
• Year: 1991
• Tongue: English
• Weight: 701 KB
• Volume: 28
• Category: Article
• ISSN: 0033-3085
• DOI: 10.1002/1520-6807(199104)28:2<146::aid-pits2310280209>3.0.co;2-3

✦ Synopsis

Ninety-seven teachers described situations in which their students experienced academic difficulties and gave reasons (excuses) to explain their difficulties. Teachers indicated whether or not they believed the reasons students gave, what they thought the "real" reasons for the students' difficulties were, and how they reacted and behaved toward the students. Analysis of teachers' reports indicated that students were most likely to attribute their academic difficulties to external, uncontrollable factors, whereas teachers tended to believe that the "real" reasons for students' difficulties were internal and controllable. Teachers reported that they would react in a positive manner toward the students whether or not they believed the reasons the students gave to explain their difficulties. Implications of these findings for student motivation are discussed.