Titre
A latent profile analysis of teachers' causal attribution for academic success or failure
Type
article
Institution
UNIL/CHUV/Unisanté + institutions partenaires
Périodique
Auteur(s)
Brun, Laurent
Auteure/Auteur
Dompnier, Benoît
Auteure/Auteur
Pansu, Pascal
Auteure/Auteur
Liens vers les personnes
ISSN
0256-2928
Statut éditorial
Publié
Date de publication
2022-03-01
Volume
1
Numéro
37
Première page
185
Dernière page/numéro d’article
206
Peer-reviewed
Oui
Langue
anglais
Résumé
In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers’ beliefs about the causes underlying their students’ academic performance vary along the causal dimensions of locus of causality, stability, personal controllability, and others’ controllability. Based on this framework, this study aimed at identifying teachers’ attribution profiles based on their perceptions about the causes of their students’ achieve- ments. Two hundred eighty-nine experienced and novice French primary school teachers reported their causal beliefs about a student’s success or failure at a reading test, as well as their emotional and behavioral reactions to their student’s outcome. The data were analyzed using latent profile analyses, which identified five teachers’ attribution profiles that varied on the four causal dimensions. The results showed that profile memberships were greatly determined by the student’s outcome valence: three teachers’ attribution profiles were especially related to failure and two additional profiles to success. Profile memberships were associated with various cognitive, emotional, and behavioral reactions in line with the interpersonal attributional theory of motivation. The powerless profile — high external and uncontrollable attributions — indicated the lowest level of helping behavior. The conscientious profile — high internal and controllable attributions — indicated the highest levels of pride and student’s responsibility. Overall, these results partially support Weiner’s interpersonal attributional theory of motivation using a person- centered approach.
PID Serval
serval:BIB_7B23960D9E16
Date de création
2021-05-23T12:30:26.657Z
Date de création dans IRIS
2025-05-21T02:34:19Z
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Nom
Brun, Dompnier, & Pansu (2021).pdf
Version du manuscrit
published
Taille
639.42 KB
Format
Adobe PDF
PID Serval
serval:BIB_7B23960D9E16.P001
Somme de contrôle
(MD5):152c60d6c2682e0656e41203a6eb1d98