Theses and Dissertations - UTB/UTPA
Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Dr. Ralph Carlson
Second Advisor
Dr. Henry T. Trueba
Third Advisor
Dr. Liang Zeng
Abstract
The purpose of this research was to examine Mexican-American 8th grade students' attributions of success and failure in school-related contexts. The relationship between and among these attributions, socio-cultural variables and academic achievement was also explored and analyzed. Attribution theory formed the theoretical foundation for the study.
The study utilized three instruments as the primary sources of self-reported data: the Texas Assessment of Academic Skills (TAAS ), Student Achievement Responsibility Survey ( SARS ) (Ryckman, 1985), and the Short Acculturation Scale for Hispanic Youth ( SASH-Y ) (Barona & Miller, 1994). Other data including gender and migrant status were obtained from student records.
The sample of 584 students participating in the study was selected using a stratified, proportional, random sampling procedure. The students were selected from twenty-three middle schools representing twelve school districts in the Rio Grande Valley of South Texas.
The results of the study indicated the following: (1) There is a relationship between academic achievement in reading and attributions of success due to task ease; (2) between academic achievement in reading and attributions of failure due to ability; (3) between academic achievement in math and attributions of success due to ability; (4) between academic achievement in math and attributions of failure due to ability; (5) between attributions of success and socio-cultural variables, specifically SES, gender and acculturation level; and (6) between attributions of failure and socio-cultural variables, specifically, SES and acculturation level.
Granting Institution
University of Texas-Pan American
Comments
Copyright 2002 Mary Alice Reyes. All Rights Reserved.
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