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An empirical investigation of second...

Reid, Brian.

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An empirical investigation of secondary students' emotions and causal attributions.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An empirical investigation of secondary students' emotions and causal attributions./
作者:	Reid, Brian.
面頁冊數:	154 p.
附註:	Adviser: Philip Winne.
Contained By:	Dissertation Abstracts International60-06A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ37744
ISBN:	061237744X

An empirical investigation of secondary students' emotions and causal attributions.
Reid, Brian.

An empirical investigation of secondary students' emotions and causal attributions. - 154 p.

Adviser: Philip Winne.

Thesis (Ph.D.)--Simon Fraser University (Canada), 1998.

This naturalistic study infused a research measure into regular English and mathematics classes to extend Weiner's (1986) attributional theory of motivation and emotion. The critical incident for the 271 senior Vancouver secondary students was learning the grade their teacher had awarded for a regular curriculum assignment. Students then classified their score into one of three categories: greater than expected (GTE), less than expected (LTE), or as expected (AE).

ISBN: 061237744XSubjects--Topical Terms:

1017740
Education, Guidance and Counseling.

An empirical investigation of secondary students' emotions and causal attributions.
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100 1 $a Reid, Brian. $3 1256296
245 1 0 $a An empirical investigation of secondary students' emotions and causal attributions.
300 $a 154 p.
500 $a Adviser: Philip Winne.
500 $a Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1924.
502 $a Thesis (Ph.D.)--Simon Fraser University (Canada), 1998.
520 $a This naturalistic study infused a research measure into regular English and mathematics classes to extend Weiner's (1986) attributional theory of motivation and emotion. The critical incident for the 271 senior Vancouver secondary students was learning the grade their teacher had awarded for a regular curriculum assignment. Students then classified their score into one of three categories: greater than expected (GTE), less than expected (LTE), or as expected (AE).
520 $a Weiner's two-classification model for positive or negative achievement is based on an unexpected outcome as a necessary condition for attributing causes. I hypothesized that the model might not be adequate to describe students' cognitions and emotions for two reasons. First, students may judge an outcome as neither positive or negative yet make an attribution. Second, under this condition where students did not evaluate the critical event as either positive or negative, I hypothesized that they would experience emotions, but that these emotions would be less intense than students who experienced unexpected emotions.
520 $a Students reported their emotions and then their attributions to the four major causes that Weiner describes: ability, effort, luck, and relative task difficulty. Students quantified their report by using a five-point rating scale adapted from Woudzia (1991) who found support for Weiner's (1986) model in a study of middle school students' cognitions and emotions.
520 $a My results suggest that critical information about attributions and emotions is masked when students are forced to use a positive/negative dichotomy to evaluate a classroom achievement outcome, as Woudzia did. English and mathematics students were more likely to judge the outcome, as expected (usual) than unexpected, either GTE (positive) or LTE (negative).
520 $a I extended Weiner's model by showing that English and mathematics students' causal attributions arise among students who evaluated their school outcome as expected or usual. These students attributed causes and reported experiencing mild emotions. A priori contrasts showed higher levels of emotional intensity reported by the GTE group. AE students who evaluated their outcome as usual, reported emotions that did not differ in intensity from LTE students' emotions who evaluated their outcome as poor.
520 $a This study found support to verify Weiner's (1986) attributional explanation of learners' motivations despite extensions designed to determine if theory could be falsified (Popper, 1969). Both GTE and LTE group students attributed causes and experienced cognitive emotions. The new finding is that although the AE students' outcome evaluations did not conform to this dichotomy, they also reported causal attributions and emotions. The discussion offers refinements to Weiner's (1986) model, adding usual outcomes as a third initial evaluation possibility and expected outcomes as a condition for causal analysis, extensions that provide a more complete description of learners' cognitions and emotions when they contend with school outcomes.
590 $a School code: 0791.
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Secondary. $3 539262
650 4 $a Psychology, Personality. $3 1017585
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710 2 0 $a Simon Fraser University (Canada). $3 1020621
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790 1 0 $a Winne, Philip, $e advisor
791 $a Ph.D.
792 $a 1998
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