Charles Darwin University

CDU eSpace
Institutional Repository

 
CDU Staff and Student only
 

The impact of attributions on academic performance: A test of the reformulated learned helplessness model

Morris, Mary M. and Tiggerman, Marika (2013). The impact of attributions on academic performance: A test of the reformulated learned helplessness model. Social Sciences Directory,2(2):1-13.

Document type: Journal Article
Citation counts:
Google Scholar Search Google Scholar
Attached Files (Some files may be inaccessible until you login with your CDU eSpace credentials)
Name Description MIMEType Size Downloads
Download this reading Morris_42416.pdf Published version application/pdf 367.60KB 124
Reading the attached file works best in Firefox, Chrome and IE 9 or later.

Title The impact of attributions on academic performance: A test of the reformulated learned helplessness model
Author Morris, Mary M.
Tiggerman, Marika
Journal Name Social Sciences Directory
Publication Date 2013
Volume Number 2
Issue Number 2
ISSN 2049-6869   (check CDU catalogue open catalogue search in new window)
Start Page 1
End Page 13
Total Pages 13
Place of Publication United Kingdom
Publisher Social Sciences Directory Limited
Language English
HERDC Category C1 - Journal Article (DIISR)
Abstract This series of two longitudinal studies represents a comprehensive and systematic attempt to investigate the tenets of the reformulated learned helplessness model in a non-clinical undergraduate student population. These studies specifically addressed the diathesis-stress and mediation components of the model in an attempt to replicate and extend the findings of Peterson and Barrett (1987). A total of 661 undergraduate students completed the AASQ, real event attributions scales, a grade aspiration scale and a grade satisfaction scale. Performance outcome measures and G.P.A. were obtained from official university records. Without exception, the present studies could not replicate the findings of Peterson and Barrett. Despite repeated attempts, no support for any component of the reformulated learned helplessness model was obtained when the theoretical tenets were applied to academic performance. In fact, significant positive correlations were observed between the generality dimension and the specific performance outcome measures. Consistent with the results reported by Houston (1994), it would appear high achieving students tend to make stable and global attributions for negative academic events. Alternately, it may be that academic performance differs in some way from performance outcome measures previously used to support the reformulated model and may, therefore, be unsuitable to test the predictions of the model. Notwithstanding these concerns, this study failed to replicate the results of Peterson and Barrett (1987) and found only minimal support for the reformulated learned helplessness model
Keywords Learned helplessness
Academic performance
DOI http://dx.doi.org/10.7563/SSD_02_02_01   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
Additional Notes This is an Open Access article distributed under the terms of the Creative Commons Attribution License 3.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Description for Link Link to CC Attribution 3.0 License
URL https://creativecommons.org/licenses/by/3.0/au/legalcode


© copyright

Every reasonable effort has been made to ensure that permission has been obtained for items included in CDU eSpace. If you believe that your rights have been infringed by this repository, please contact digitisation@cdu.edu.au.

 
Versions
Version Filter Type
Access Statistics: 45 Abstract Views, 124 File Downloads  -  Detailed Statistics
Created: Tue, 04 Nov 2014, 09:11:43 CST by Mary Morris