Attributional style, academic self-efficacy, and attempts to influence the study environment
2009 (English)In: Dynamics within and outside the lab: Proceedings from the 6th GRASP conference / [ed] Stefan Jern & Johan Näslund, Linköping: LiU-Tryck , 2009, 131-146 p.Conference paper (Refereed)
Relationships between students’ attributional styles, self-efficacy and strategies to influence and take control over their study situation are explored and a comparison between female and male students investigated. Participants were 271 students enrolled in two Masters Programmes in Engineering. The participants completed a questionnaire measuring academic self-efficacy, a questionnaire measuring strategies to influence the study situation and a questionnaire measuring satisfaction with study results and attributional style. Internal and global attributional styles were related to higher self-efficacy and higher beliefs in opportunities to influence the study situation. External attributional style was associated with formal strategies to influence the studies while attributions on the globality dimension were associated with social strategies to take control over their studies. Female students who perceived their study results as successful were more likely than male students to attribute their results as unstable.
Place, publisher, year, edition, pages
Linköping: LiU-Tryck , 2009. 131-146 p.
attribution, self-efficacy, student influence, higher education
IdentifiersURN: urn:nbn:se:liu:diva-61572ISBN: 978-91-7393-631-6OAI: oai:DiVA.org:liu-61572DiVA: diva2:370457
Nordic Conference on Group and Social Psychology, May 2008, Lund,