歸因性向의 發達的 變化 = Developmental Differences in the Causal Attributions

다국어 초록 (Multilingual Abstract)

The purposes of this study was to explore the developmental differences in perceived causes for success and failure, and to examine the cognitive and affective consequences (achievement expectancy and self-concept) of causal attributions. To achieve the purposes, questinnaire contained self-concept scale(with 85 items for academic and nonacademic self-concept) and attribution scale(with 40 items for individual perceptions of th causes for success and failure) were administerd to 506 male 526 female students from grades 5, 8, 11, and sophomore in colleges.
The major results were as follows :
a) significant grade-related differences in important causes of success and failure,
b) four distinctive patterns of causal attributions, but no change of the pattersn through grades(ages).
c) substantial positive correlations between success/internal control and self-worth (non-academic self-concept) in grades 5, 11, and sophomore, but substantial negative correlations between success.external control and self-worth in 3 graders as above,
d) no significant correlations of subscores of attributions with the measures of achievement expectancy,
e) no significant differences in self-concept and achievement expectancy by 3 patterns of causal attributions.

목차 (Table of Contents)

• Ⅰ. 序
• Ⅱ. 理論的 背景
• 1. 歸因性向의 패턴
• 2. 歸因性向과 自我槪念 및 學業成就와의 關係
• Ⅲ. 硏究方法
• Ⅳ. 硏究의 結果
• 1. 成敗의 原因에 대한 知覺傾向의 學年水準別 變化
• 2. 歸因性向패턴의 學年水準別 變化
• 3. 歸因性向과 自我槪念 및 成就期待와의 關係
• Ⅴ. 論議 및 結論
• 1. 論議
• 2. 結論
• 參考文獻
• ABSTRACT