General causality orientations and defensive attributions of failure on academic exam

dc.creator	Bodroža Bojana
dc.creator	Mirkov Snežana
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:23:24Z
dc.date.available	2015-08-12T11:23:24Z
dc.identifier	10.2298/ZIPI1102223B
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/8ad1780a37234448a3958b3f76330a3e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29678
dc.description	Defensive behaviour after failure, such as denial of the responsibility for own achievement, reduces person’s openness for further learning and development and, thus, is undesirable in pedagogical practice. General causality orientations success-fully predict defensive behaviours after failure. Autonomous causality orientation implies behaviours motivated by personal growth and development, while controlling orientation purports ego-involved behaviours aimed at proving one's own self-worth. The research was conducted with the aim of testing two hypotheses (additive and synergistic) about the influence of general causality orientations and their combinations on defensive attribution of failure on the exam. After their faculty exam, N=158 psychology students answered questions about the expected grade and they filled out two questionnaires: Attribution of Success on the Test and General Causality Orientation Scale. The results showed that internal attribution of success is related to greater expected grade and higher autonomous causality orientation. External attribution was characteristic for individuals with high controlling causal orientation. It was confirmed that general causality orientations can predict the way a person perceives academic success. Thus, we give recommendations on how to support and encourage autonomous and discourage controlling behaviours of students.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2011/0579-64311102223B.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 43, Iss 2, Pp 223-238 (2011)
dc.subject	attribution of success
dc.subject	general causality orientations
dc.subject	additive and synergistic model
dc.subject	self-determination theory
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	General causality orientations and defensive attributions of failure on academic exam
dc.type	article