AN EVALUATIVE STUDY OF LOCALITY AND GENDER AS PREDICTORS OF ATTRIBUTION OF SUCCESS AMONG ADOLESCENTS IN SECONDARY SCHOOL.
ABSTRACT
The purpose of this study was to determine whether location and gender may significantly influence how teenagers attribute success. We selected participants from the Federal Government College in Enugu and the Community Secondary School in Agbani. Using a straightforward random sample technique. Wr also chose participants at random from Senior Secondary I and II of the schools. The participants ranged in age from 12 to 17. Though with a mean age of 15 and a standard deviation of 5 years.
A 19-item survey measuring the attribution of academic accomplishment given to the participants. The influence of the independent components was examined using a 2-way ANOVA F-test based on a 2 x 2 factorial design. The results showed that geography as an independent factor did not produce a meaningful result as a predictor of success attribution. F= (df=1, 124) = 0.41, p > .05. Gender did not produce a significant result as a predictor of success attribution, f = (df = 1, 140) = 1.44, p >.05. The conclusions were addressed in regard to the literature review and suggestions provided.
CHAPTER ONE
INTRODUCTION
Background of the study
We have spent a lot of time examining and debating why people behave the way they do, particularly when something unexpected occurs. Is her warmth a romantic interest in me, or is it the way she interacts with everyone? Is his absence due to laziness or to an oppressive environment? Heider (1958) proposed attribution theory as a method for investigating how we respond to such questions.
Herder concludes that people tend to attribute other people’s behaviour to their dispositions (internal causes, such as their personality) or to their situation (external causes, such as their environment), so a teacher may wonder if a child’s hostile behaviour is an unavoidable reflection of his aggressive personality (a “dispositional attribution”). When making such inferences, we frequently overestimate the influence of people’s dispositions and underestimate the impact of their circumstances, a phenomenon known as attribution error.
Furthermore, imagine you overheard a friend of yours discussing a poor grade he received on an exam. Assume he claimed that he didn’t do well because of bad luck, a noisy room, ill health, and a poor reading room. Thirty-seven counsellor education graduates did rate the validity of seven possible explanations for what determines behaviour . S
tudents gave a “interaction” explanation of behaviour high validity ratings. Furthermore, they attributed other people’s behaviour to internal causes (Donnan & Pipes, 1985).
Additionally, a study to look into the growth of children’s explanations for success and failure in academic and social contexts. More internal-unstable causes brought development for accomplishment settings and failure results. However, more internal-stable causes were formed for social contexts and success outcomes. No variable showed any hint of a substantial sex difference (Rich and Hyatt, 1981). However, Rogers (1991) investigated the reasons given by British Primary School students in a free-response situation for. For instance, relative success and failure in class work. The conclusion showed that;
AN EVALUATIVE STUDY OF LOCALITY AND GENDER AS PREDICTORS OF ATTRIBUTION OF SUCCESS AMONG ADOLESCENTS IN SECONDARY SCHOOL.
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