Locality And Gender As Predictors Of Attribution Of Success

Locality And Gender As Predictors Of Attribution Of Success

ABSTRACT

This study looked into whether adolescent success attribution is affected by location and gender. Participants were chosen from Agbani Community Secondary School and Federal Government College Enugu. The participants were chosen at random using a basic random sampling procedure and were from Senior Secondary I and II schools. The participants ranged in age from 12 to 17, with a mean age of 15 years and a standard deviation of 5 years. The participants were given a 19-item questionnaire designed to assess academic success attribution. The influence of the independent components was tested using a 2-way ANOVA F-test based on a 2 x 2 factorial design. The data demonstrated that geography, as an independent factor, did not produce a meaningful effect as a predictor of success attribution. F= (df=1, 124) = 0.41, p > .05. Gender did not produce a significant effect as a predictor of success attribution, f = (df = 1, 140) = 1.44, p >.05. The findings were addressed in respect to the studied literature, and recommendations were given.

CHAPITRE ONE

INTRODUCTION

The study’s context

We’ve spent a lot of time examining and debating why individuals behave the way they do, especially when something unexpected occurs. Is her warmth a romantic interest in me, or is it how she interacts with everyone? Is his absence due to laziness or an oppressive environment? Heider (1958) proposed attribution theory as a method for analyzing how we respond to such inquiries. According to Herder, people tend to attribute other people’s behavior to their dispositions (internal causes, such as their personality) or to their situation (external causes, such as their environment), so a teacher may wonder whether a child’s hostile behavior is an inevitable reflection of his aggressive personality (a “dispositional attribution”). We commonly overestimate the importance of people’s dispositions while underestimating the impact of their conditions when drawing such judgments, a phenomenon known as attribution mistake. Furthermore, say you overheard a friend of yours discussing a terrible mark he received on an exam. Assume he stated that his poor performance was due to bad luck, a noisy room, ill health, and a lousy reading room. Thirty-seven counselor education graduates were asked to rate the validity of seven possible explanations for what influences behavior. The students gave a “interaction” explanation of behavior excellent validity ratings. Furthermore, they linked other people’s behavior to internal factors (Donnan & Pipes, 1985). A study is also being conducted to look into the developmental trends in children’s attributions for success and failure in academic and social circumstances. In particular, for social contexts and success outcomes, more internal-stable reasons were formed, whereas for accomplishment situations and failure outcomes, more internal-unstable reasons were generated. There were no significant sex differences in any variable (Rich and Hyatt, 1981). Rogers (1991) investigated the reasons given by British Primary School students for their relative success and failure in class work in a free-response context. The discovery showed;

(1) In general, children were more inclined than adults to explain success and failure in terms of performance ability.

Specific competencies include ability, effort, interest, behavior, and speed.

(2) There was no child who explained success or failure in terms of change:

(3) As youngsters grew older, they were less likely to respond “don’t know any response” or to ascribe success and failure to ability.

(4) There was no effect of gender on attribution.

(5) The response category “effort and interest” was more frequently used to explain for variation in mathematical performance, whereas “voluntary time spent” was used to account for variation in reading performance.

(6) Responses relating to “behaviour” were more likely to explain failure than success. Based on the foregoing observations, it is reasonable to wonder whether age and gender, as independent variables, may be used to predict success attribution among Caritas University undergraduates.

The goal of the research

The purpose of this study was to discover the following.

To see if geography has a major impact on success attribution among students.

Also, to see if gender has any bearing on success attribution among university freshmen.

The problem is stated.

In this study, the researcher seeks solutions to the following issues.

Will geography have a substantial impact on success attribution?

Will gender have a substantial impact on attribution?

Terms with operational definitions

Attribution is the process of attributing causes to behavior or events.

perception or extrapolation of the causes’ behavior

causes of behavior, such as personal

There are two types of factors: dispositional factors and external or situational ones.

Locality: Whether you live in a town or a village.

Gender is the linguistic division of trees into classes. Kit is

There are further divisions into masculine, feminine, and neuter.

Predict: It is a means of speaking or telling things ahead of time.

This also refers to the ability to predict the future.

Success is defined as good fortune or prosperity.