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Abstract
A measure of children's attributions (effort, external, ability) for success and failure outcomes in the social domain was developed for the present study. The instrument was administered to 237 fourth and fifth graders. Moderate to good psychometric properties were obtained: Cronbach's alphas.63 to.85; item-subscale correlation coefficients,.50 to.83; and supportive model-based factor analytic data. Social outcomes attributed to ability and effort were significantly related to self-concept and social functioning. More specifically, data supported hypothesized relationships among students' self-attributions for social success and failure. Some implications for the classroom are described.
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Notes on contributors
Sherry Mee Bell
Sherry Mee Bell, PhD, is a private practitioner in Knoxville, Tennessee; she provides a broad base of school psychological services to schools and individuals. Research interests include measurement and intervention of attributional thinking in school-age children.
R. Steve McCallum
R. Steve McCallum, PhD, is Professor and Director, School Psychology Program, the University of Tennessee, Knoxville, Tennessee. His research interests include assessment of intelligence and related constructs.