Abstract
This research paper explores the perceived causes of attribution about
children’s success and failure in their education. The significance of the study
strengthens learners to continue their learning process without dissonance.
This is an exploratory as well as explanatory research to explore the role of
attribution to enhance the learning abilities of students in the classroom
through avoidance and repetitive behavior. The researchers have adopted a
qualitative method of study. The universe of the present research was
Karachi. The respondents were the students of the standard, VIII, and X. The
age of subjects was 13-16 years. The sample size of the present research was
150 respondents. In the present study, the researchers have used an
Intellectual Achievement, Responsibility Questionnaire (IARQ) developed
by Crandall et. al (1965). The IARQ is composed of 34 forced-choice items
which describe Carver & White (1994) BIS (I-) /BAS (I+) scales, The BIS (I-
) /BAS (I+) scales a positive, BAS (I+) and negative, BIS (I-) achievement
experience which routinely occurs in children’s lives. The whole scale was
applied to maintain the validity of the scale except the filler questions. Scale
is depicting 20 items to inquire deeply the behavior of students towards their
success and failure as stimuli of learning behavior.
Kausar Perveen, Nosheen Raza, Maria Mustafa. (2017) ATTRIBUTION AMONG STUDENTS TOWARDS THEIR SUCCESS AND FAILURE AS A LEARNING STIMULUS, Asia Pacific, Vol-35, Issue 1.
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