A Study Of Causal Attributions For Success And Failure In Mathematics Among Brazilian Students

As causal attributions for school success and failure are central constructs for achievement motivation, an investigation of causal attributions for success and failure in a mathematics exam was carried out among 110 public school Brazilian students. Participants were from both sexes and low SES, and ranged in age from eight to 16 years old. Subjects were interviewed individually and their causal attributions were assessed through 14 yes or no paired items related to a math exam situation. Data revealed that effort and lack of effort were the most important attributions for success and failure. Significant differences emerged between causal attributions and predictor variables. Findings are discussed in terms of their contribution for understanding the role school context plays in enhancing students' motivation.3815360Boruchovitch, E., Concepções de inteligência, esforço e sorte em alunos do 1° grau (1997) Proceedings of XXVI Interamerican Congress of Psychology, p. 386. , São Paulo, Sao Paulo, Brasil(2004) R. interam. Psicol., 38 (1)Boruchovitch, E., A developmental study of causal attributions for success and failure in mathemathics among Brazilian students (1999) Proceedings of VI European Congress of Psychology, p. 77. , Roma, Roma, ItalyBoruchovitch, E., Crenças sobre inteligência, esforço e sorte entre alunos brasileiros (2000) Anais Do v Congresso Nacional de Psicologia Escolar e Educacional, p. 244. , Universidade do Vale do Itajaí, Santa Catarina, BrasilBoruchovitch, E., Martini, M.L., As atribuições de causalidade para sucesso e fracasso escolar e a motivação para aprendizagem de criancas brasileiras (1997) Arquivos Brasileiros de Psicologia, 49 (3), pp. 59-71Carraher, T.N., Carraher, D.W., Schliemann, A.D., (1989) Na Vida Dez, Na Escola Zero, , São Paulo, Brasil: CortezColl, C., Palacios, J., Marchesi, A., (1996) Desenvolvimento Psicológico e Educação. Psicologia DaEducação, 2. , Porto Alegre, Brasil: Artes MédicasCollares, C.A.L., Moysés, M.A.A., (1995) O Cotidiano Escolar Patologizado. Espaço Depreconceitos Epráticas Cristalizadas, , Tese de livre docência não-publicada, Universidade de Campinas, S̃o Paulo, BrasilGreen, K.E., Bird, E., The structure of children's beliefs about health and illness (1986) Journal of School Health, 56, pp. 325-328Heider, F., Social perception and phenomenal causality (1944) Psychological Review, 51, pp. 358-374Hughes, B.J., Sullivan, H.J., Beaird, J., Continuing motivation of boys and girls under differing evaluation conditions and achievement levels (1986) American Educational Research Journal, 23, pp. 660-667Knopp, C.B., Antecedents of self-regulation: A developmental perspective (1982) Developmental Psychology, 18 (2), pp. 199-214Leite, S.A., Da, S., O fracasso escolar no ensino de 1o Grau (1988) Revista Brasileira de Estudos Pedagógicos, 69 (163), pp. 510-540Mattos, C.L.G., Vargas, S.M., Fountoura, H.A., Brandão, M.L., Santos, A., Mello, S.C., Almeida, M.S., Fracasso escolar: imagens e explicacoes populares sobre "dificuldades educacionais" entre jovens das áreas rural e urbana do Rio de Janeiro (1992) Revista Brasileira DeEstudosPedagógicos, 73 (174), pp. 361-379Mello, G.N., (1993) Magistério de Lo Grau: Da Competência Técnica Ao Compromissopolítico, , São Paulo, Brasil: CortezNeves, M.B.J., Almeida, C.S.F., O fracasso escolar na 5a série, na perspectiva de alunos repetentes, seus pais e professores (1996) Psicologia: Teoria e Pesquisa, 12, pp. 147-156Nunes, A.N., De, A., Fracasso escolar e desamparo adquirido (1990) Psicologia: Teoria e Pesquisa, 6, pp. 139-154Patto, M.H.S., (1993) A Produção do Fracasso Escolar: Historias de Submissão e Rebeldia, , São Paulo, Brasil: T.A. QueirósPerry, R.P., Hechter, F.J., Menec, V.H., Weinberg, I.E., Enhancing achievement motivation and performance in college students: An atributional retraining perspective (1993) Research in Higher Education, 34, pp. 687-732Piccinini, C.A., Atribuições de causalidade em crianças: Alguns aspectos críticos (1989) Psicologia: Teoria e Pesquisa, 5, pp. 57-69Piccinini, C.A., Problemas metodológicos nas investigações sobre atribuições de causalidade para o sucesso e fracasso em crianças (1990) Arquivos Brasileiros de Psicologia, 42, pp. 23-29Schunk, D.H., Cox, P.D., Strategy training and attributional feedback with learning disabled students (1986) Journal of Educational Psychology, 78, pp. 201-209Stipek, D.C., Hoffman, J.H., Children's achievement-related expectancies as a function of academic performance histories and sex (1980) Journal of Educational Psychology, 70, pp. 154-166Stipek, D.C., (1988) Motivation to Learn: From Theory to Practice, , New Jersey, USA: Prentice HallTaliuli, N., (1982) Atribuição de Causalidade em Tarefas Acadêmicas Por Alunos de Niável Sócio-econocirc;mico Baixo e Desempenho Diferente, , Dissertação de Mestrado não-publicada, Universidade Federal do Espirito Santo. Vitoria, ES, BrasilWeiner, B., A theory of motivation for some classroom experiences (1979) Journal of Educational Psychology, 71, pp. 3-25Weiner, B., A theory of achievement motivation and emotion (1985) Psychological Review, 92, pp. 548-573Weiner, B., On sin versus sickness: A theory of perceived responsibility and social motivation (1993) American Psychologist, 48, pp. 957-965Weinert, F.E., Schneider, W., (1993) The Munich Longitudinal Study on the Genesis of Individual Competences (LOGIC), , Report 9, Max Planck, Institut fur Psychologische Forschung, Munich, GermanyWhitley Jr., B.E., Frieze, I.H., Children's causal attribtions for sucess and failure in achievement settings: A meta analysis (1985) Journal of Educational Psychology, 77, pp. 608-616Wigfield, A., Children's attributions for sucess and failure: Effects of age, and attentional focus (1988) Journal of Educational Psychology, 77, pp. 608-616Zaleski, Z., Attributions and emotions related to future goal attaiment (1988) Journal of Educational Psychology, 80 (4), pp. 563-56

Causal Attributions In Brazilian Children's Reasoning About Health And Illness.

At a time when a great number of diseases can be prevented by changing one's habits and life style, investigations have focused on understanding what adults and children believe to be desirable health practices and uncovering the factors associated with successful adherence to such practices. For these, causal attributions for health and illness were investigated among 96 Brazilian elementary school students. Ninety six subjects, aged 6 to 14, were interviewed individually and their causal attributions were assessed through 14 true-false items (e.g. people stay well [healthy] because they are lucky). The relationship between the children's causal attributions and demographic characteristics were also examined. Overall, the results were consistent with previous researches. Taking care of oneself was considered the most important cause of good health. Viruses and germs and lack of self-care were the most selected causes of illness. Analyses revealed significant relationship between subjects' causal attribution and their age, school grade level, socioeconomic status and gender. The study findings suggest that there may be more cross-cultural similarities than differences in children's causal attributions for health and illness. Finding ways to help individuals engage in appropriate preventive-maintenance health practices without developing an exaggerated notion that the individuals can control their own health and illness is a challenge which remains to be addressed by further research.34484-9

Self-regulated Learning In Students Of Pedagogy

Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likerttype scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of selfhandicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.2459323330Azevedo, A.S., Dias, P.C., Salgado, A., Guimarães, T., Lima, I., Barbosa, A., Teacher-student relationship and self-regulated learning in Portuguese compulsory education (2012) Paidéia (Ribeirão Preto), 22 (52), pp. 197-206Berger, J.-L., Karabenick, S.A., Motivation and students' use of learning strategies: Evidence of unidirectional effects in mathematics classrooms (2011) Learning and Instruction, 21 (3), pp. 416-428Blackwell, L.S., Trzesniewski, K.H., Dweck, C.S., Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention (2007) Child Development, 78 (1), pp. 246-263Bortoletto, D., Boruchovitch, E., Learning strategies and emotional regulation of pedagogy students (2013) Paidéia (Ribeirão Preto), 23 (55), pp. 235-242Boruchovitch, E., Conhecendo as crenças sobre inteligência, esforço e sorte de alunos brasileiros em tarefas escolares (2001) Psicologia: Refexão e Crítica, 14 (3), pp. 461-467Boruchovitch, E., Aprender a aprender: Propostas de intervenção em estratégias de aprendizagem (2007) Educação Temática Digital, 8 (2), pp. 156-167Boruchovitch, E., A motivação para aprender de estudantes em cursos de formação de professores (2008) Educação, 31 (1), pp. 30-38Boruchovitch, E., Escala de motivação para aprender de universitários (EMA-U): Propriedades psicométricas (2008) Avaliação Psicológica, 7 (2), pp. 127-134Boruchovitch, E., Ganda, D.R., (2009) Escala de Estratégias Autoprejudiciais, , Unpublished manuscript, Faculdade de Educação, Universidade Estadual de Campinas, São Paulo, BrazilBoruchovitch, E., Neves, E.R.C., (2005) Escala de Avaliação da Motivação Para Aprender de Estudantes Universitários, , Unpublished manuscript, Faculdade de Educação, Universidade Estadual de Campinas, São Paulo, BrazilBrophy, J.E., (2010) Motivating Students to Learn (3rd Ed.), , New York, NY: RoutledgeBzuneck, J.A., A motivação dos alunos em cursos superiores (2005) Questões Do Cotidiano Universitário, pp. 217-238. , M. C. R. A. Joly, A. A. A. Santos, & F. F. Sisto (Orgs.) São Paulo, SP: Casa do PsicólogoClayton, K., Blumberg, F., Auld, D.P., The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component (2010) British Journal of Educational Technology, 41 (3), pp. 349-364Cunha, N.B., Boruchovitch, E., As estratégias de aprendizagem e a motivação para aprender na formação de professores (2012) Interamerican Journal of Psychology, 46 (2), pp. 247-253Dancey, C.P., Reidy, J., (2006) Estatística Sem Matemática Para Psicólogos: Usando SPSS Para Windows, pp. 178-218. , L. Viali, Trans., 3rd ed. Porto Alegre, RS: Artmed/BookmanDeci, E.L., Ryan, R.M., Self-determination theory: A macrotheory of human motivation, development, and health (2008) Canadian Psychology, 49 (3), pp. 182-185Deci, E.L., Ryan, R.M., Motivation, personality, and development within embedded social contexts: An overview of self-determination theory (2012) The Oxford Handbook of Human Motivation, pp. 85-107. , R. M. Ryan (Ed.) New York, NY: Oxford University PressDembo, M.H., (1994) Applying Educational Psychology, , New York, NY: LongmanDonaciano, B., Almeida, L.S., (2011) Estratégias de Estudo: Auscultando Os Estudantes Universitários de Moçambique Sobre As Suas Aprendizagens, , http://repositorium.sdum.uminho.pt/handle/1822/15863Dweck, C.S., (1999) Self-theories: Their Role in Motivation, Personality, and Development, , Philadelphia, PA: Psychology PressDweck, C.S., (2006) Mindset: The New Psychology of Success, , New York, NY: Random HouseGadbois, S.A., Sturgeon, R.D., Academic self-handicapping: Relationships with learning specifc and general self-perceptions and academic performance over time (2011) British Journal of Educational Psychology, 81, pp. 207-222Ganda, D.R., Boruchovitch, E., Self-handicapping strategies for learning of preservice teachers Estudos de Psicologia (Campinas), , no preloJones, E.E., Berglas, S., Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement (1978) Personality and Social Psychology Bulletin, 4 (2), pp. 200-206Karabenick, S.A., Dembo, M.H., Understanding and facilitating self-regulated help seeking (2011) New Directions for Teaching and Learning, 126, pp. 33-43King, R.B., How you think about your intelligence infuences how adjusted you are: Implicit theories and adjustment outcomes (2012) Personality and Individual Differences, 53 (5), pp. 705-709McCrea, S.M., Flamm, A., Dysfunctional anticipatory thoughts and the self-handicapping strategy (2012) European Journal of Social Psychology, 42 (1), pp. 72-81McCrea, S.M., Myers, A.L., Hirt, E.R., Self-handicapping as an anticipatory self-protection strategy (2009) Social Psychology: New Research, pp. 31-53. , E. P. Lamont (Ed.) Hauppauge, NY: Nova ScienceNisbet, J., Shucksmith, J., (1987) Estrategias de Aprendizaje, , Madrid, España: SantillanaPattal, E.A., Awad, G.H., Cestone, C.M., Academic potential beliefs and feelings: Conceptual development and relations with academics outcomes (2014) Self and Identity, 13 (1), pp. 58-80Pintrich, P.R., The role of goal orientation in self-regulated learning (2000) Handbook of Self-regulation, pp. 451-502. , M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.) San Diego, CA: Elsevier Academic PressRattan, A., Savani, K., Naidu, N.V.R., Dweck, C.S., Can everyone become highly intelligent? Cultural differences in and societal consequences of beliefs about the universal potential for intelligence (2012) Journal of Personality and Social Psychology, 103 (5), pp. 787-803Reeve, J., Ryan, R.M., Deci, E.L., Jang, H., Understanding and promoting autonomous self-regulation: A self-determination theory perspective (2007) Motivation and Self-regulated Learning: Theory, Research, and Applications, pp. 223-244. , D. H. Schunk & B. J. Zimmerman (Eds.) Mahwah, NJ: Lawrence ErlbaumRhodewalt, F., Self-handicapping: On the self-perpetuating nature of defensive behavior (2008) Social and Personality Psychology Compass, 2 (3), pp. 1255-1268Ryan, R.M., Deci, E.L., Promoting self-determined school engagement (2009) Handbook of Motivation at School, pp. 171-195. , K. R. Wentzel & A. Wigfeld (Eds.) New York, NY: RoutledgeSantos, A.A.A., Boruchovitch, E., (2008) Escala de Avaliação de Estratégias de Aprendizagem, , Itatiba, SP: Universidade São Francisco. Manuscrito não publicadoSchunk, D.H., Zimmerman, B.J., (2012) Motivation and Self-regulated Learning: Theory, Research, and Applications, , New York, NY: RoutledgeVan Nuland, H.J.C., Taris, T.W., Boekaerts, M., Martens, R.L., Testing the hierarchical SDT model: The case of performance-oriented classrooms (2012) European Journal of Psychology of Education, 27 (4), pp. 467-482Weinstein, C.E., Acee, T.W., Jung, J., Self regulation and learning strategies (2011) New Directions for Teaching and Learning, 126, pp. 45-53Yeager, D.S., Miu, A.S., Powers, J., Dweck, C.S., Implicit theories of personality and attributions of hostile intent: A meta-analysis, an experiment, and a longitudinal intervention (2013) Child Development, 84 (5), pp. 1651-1667Zimmerman, B.J., A social cognitive view of self-regulated academic learning (1989) Journal of Educational Psychology, 81 (3), pp. 329-339Zimmerman, B.J., Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects (2008) American Educational Research Journal, 45 (1), pp. 166-18

Atribuciones causales y nivel educativo familiar en la comprensión del desempeño escolar en alumnos portugueses

Este artigo analisa o contributo específico do nível educativo familiar e das atribuições causais para o bom e fraco rendimento escolar dos alunos na explicação do seu desempenho nas disciplinas de Língua Portuguesa e de Matemática numa amostra de 2.082 alunos do ensino público de 11 escolas de Portugal, incluindo as Regiões Autónomas dos Açores e da Madeira. As atribuições causais foram avaliadas por meio do Questionário das Atribuições Causais para os Resultados Escolares (QARE). O nível educativo familiar foi estimado levando em conta o nível escolar do progenitor com maior habilitação escolar. As classificações obtidas pelos alunos nas disciplinas de língua portuguesa e matemática foram também examinadas. Os resultados apontam para correlações estatisticamente significativas, destacando as atribuições na capacidade para a explicação do rendimento escolar, situação que contrasta com a atribuição dos níveis de rendimento a variáveis externas ao aluno. A análise de regressão permite associar 34,5% da variância no rendimento conjunto em Língua Portuguesa e em Matemática no ensino básico, assim como 21,3% no ensino secundário, às dimensões atribucionais e ao nível educativo familiar. Implicações educacionais são derivadas a partir dos achados.This paper analyzes the contribution of both family educational level and causal attributions in explaining students´ academic performance in Mathematics and Portuguese Language in a sample of 2.082 public school students from mainland Portugal and the Azores and Madeira regions. Causal attributions were assessed by the Causal Attributions Questionnaire for School Results (QARE). The family educational level was estimated taking into account the educational level of the parent with higher academic degree. The academic grades obtained by students in mathematics and portuguese language were also considered. The results show statistically significant correlations between variables. Internal causal attributions such as capacity and study methods were predominant to explain school performance in the sample and stood out in contrast to external attributions explanations. Regression analyses revealed that 34.5% of the variance in the combined achievement on Portuguese Language and Mathematics in primary education and 21.3% in secondary education could be explained by both the attributional dimensions and family education level. Some educational implications are present taking these data.Este artículo analiza la contribución específica del nivel educativo familiar y de las atribuciones causales para el buen y el flaco rendimiento escolar de los alumnos en la explicación de su desempeño en las disciplinas de Lengua Portuguesa y Matemáticas en una muestra de 2.082 alumnos de enseñanza pública de 11 escuelas de Portugal, incluyendo las Regiones Autónomas de Açores y Madeira. Las atribuciones causales fueron evaluadas por medio del “Questionário das Atribuições Causais para os Resultados Escolares” (QARE). El nivel educativo familiar fue estimado teniendo en cuenta el nivel escolar del progenitor con mayor habilitación escolar. Las clasificaciones obtenidas por los alumnos en las disciplinas de lengua portuguesa y matemáticas fueron también examinadas. Los resultados señalaron correlaciones estadísticamente significativas, destacando las atribuciones en la capacidad para la explicación del rendimiento escolar, situación que contrasta con la atribución de los niveles de rendimiento a variables externas al alumno. El análisis de regresión permite asociar 34.5% de la variancia en el rendimiento conjunto de la Lengua Portuguesa y las Matemáticas en la enseñanza básica, así como 21.3% en la enseñanza secundaria, a las dimensiones de atribución y al nivel educativo familiar. Implicaciones educacionales son derivadas a partir de los hallazgos.Editora Universitária São Francisc

Informaciones los adolescentes sobre los métodos anticonceptivos

Realizou-se estudo de corte transversal, com o objetivo de identificar, em escolares do ensino médio, informações relativas aos métodos anticoncepcionais. A amostra compreendeu 816 adolescentes de ambos os sexos de escolas públicas de Aracaju, Sergipe. Em relação a essas informações, foram investigados também aspectos demográficos, pedagógicos, comportamentais e reprodutivos. Verificou-se que 59% dos adolescentes possuíam vida sexual ativa e 57,7% afirmaram não receber informações sobre métodos anticoncepcionais nas escolas. As fontes de informações, revistas, livros e jornais, alcançaram o percentual de 28% e o condon masculino (84,5%) foi o método mais conhecido. A análise possibilitou identificar a necessidade de maior discussão na escola e a inserção dos pais nesse processo. _________________________________________________________________________________________ ABSTRACT: A transversal study was realized in order to identify information about anticonceptive methods in high school students. The sample included 816 adolescents of both genders from public schools in Aracaju, Sergipe. With respect to this information, demographic, pedagogical, behavioral and reproductive aspects were also analyzed. It was verified that 59.0% of the teenagers have an active sexual life and 57.7% affirmed that they do not receive information about anticonceptive methods in school. Magazines, books and newspapers obtained 28% as sources of information and the male condom (84.5%) was the best known method. The analysis made it possible to identify the need for further discussion in school and the insertion of the parents in this process. _________________________________________________________________________________________ RESUMEN: Se realizó un estudio de corte transversal, con el objetivo de identificar en estudiantes de enseñanza media, informaciones relacionadas con los métodos anticonceptivos. La muestra comprendió 816 adolescentes de ambos sexos de escuelas públicas de Aracaju Estado de Sergipe. Se averiguaron aspectos demográficos, pedagógicos, comportamentales y reproductivos. Se encontró que 59% de los adolescentes tienen vida sexual activa y 57,7% afirmaron no haber recibido informaciones sobre los métodos anticonceptivos en las escuelas. Las fuentes de información, revistas, libros y periódicos alcanzaron un porcentaje de 28% y el condón masculino 84,5%, fue el método más conocido. El análisis hizo posible identificar la necesidad de mayor discusión en la escuela y la inclusión de los padres en este proceso