Academic achievement among university students: The role of causal attribution of academic success and failure
Previous studies have attempted to understand various motivational factors that affect academic achievement. One of the cognitive factors this study focuses on is the causal attribution of academic success and failure. Causal attribution refers to one’s perception of the factors that cause learning success and failure. These perceptions encompass three dimensions: locus of causality, stability, and personal control. This study aimed to determine whether causal attribution of academic success and failure predicts academic achievement. 156 students of Universitas HKBP Nommensen across batch years and majors participated in this study. An adapted version of the Causal Dimension Scale was employed as the research instrument. Academic performance was measured using the Grade Point Average (GPA). The simple linear regression analysis results highlight that causal attribution is a significant predictor of academic achievement. Differences in causal attribution between high performing and low performing students were identified. The results imply that personal control is the significant dimension of predicting student’s performance, which means that student’s beliefs about their capacity to control causal factors, will become a good predictor of their performance. Therefore the more higher students’ believe that they are able to control causal factors will enhacnce their academic achievement.
Boekaerts, M., Otten, R., & Voeten, R. (2003). Examination performance: Are student’s causal attributions school-subject specific. Anxiety, Stress & Coping, 16(3), 331–342. https://doi.org/10.1080/1061580031000095470
Dasinger, J. A. (2013). Causal attributions and student success in developmental mathematics. Journal of Developmental Education, 36(3), 2–12. Retrieved from https://files.eric.ed.gov/fulltext/EJ1067285.pdf
Erten, I. H., & Burden, R. L. (2014). The relationship between academic self-concept, attributions, and L2 achievement. System 42, 391–401. https://doi.org/10.1016/j.system.2014.01.006
Feldman, D. B., & Kubota, M. (2014). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210–216. https://doi.org/10.1016/j.lindif.2014.11.022
Gabillon, Z. (2013). Language learning beliefs from an attributional perspective. Procedia - Social and Behavioral Sciences, 106, 1697–1711. https://doi.org/10.1016/j.sbspro.2013.12.193
Gobel, P., Thang, S. M., Sidhu, G. K., Oon, S. I., & Chan, Y. F. (2013). Attributions to success and failure in English language learning: A comparative study of urban and rural undergraduates in Malaysia. Asian Social Science, 9(2), 53–60. https://doi.org/10.5539/ass.v9n2p53
Hashemi, M. R., & Zabihi, R. (2011). Students’ attributional beliefs in success or failure and their performance on the interchange objective placement test. Theory and Practice in Language Studies, 1(8), 954–960. https://doi.org/10.4304/tpls.1.8.954-960
Iksan, M. (2015). Atribusi kegagalan berprestasi pada siswa SMP dan SMA (Failure achievement attribution among junior and senior high school students). Jurnal Psikologi Tabularasa, 10(2), 172–185.
Lei, C. (2009). On causal attribution of academic achievement in college students. Asian Social Science, 5(8), 87–96. https://doi.org/10.5539/ass.v5n8p87
Mkumbo, K. A. K., & Amani, J. (2012). Perceived university students’ attributions of their academic success and failure. Asian Social Science, 8(7), 247–255. https://doi.org/10.5539/ass.v8n7p247
Mori, S., Gobel, P., Thepsiri, K., & Pojanapunya, P. (2010). Attributions for performance: A comparative study of Japanese and Thai university students. JALT Journal, 32(1), 5–28.
Muwonge, C. M., & Ssenyonga, J. (2015). Academic performance , causal attributions and hope to complete studies among university students. Journal of Education, Psychology, and Social Science, 3(1), 50–56.
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. https://doi.org/10.1787/5f07c754-en
Ormrod, J. E. (2008). Psikologi pendidikan (Educational psychology) Jilid 2. Jakarta: Penerbit Erlangga.
Photongsunan, S. (2014). Investigating Thai university students’ attributions of English learning success: An international university context. Paper presented at the WEI International Academic Conference, Vienna, Austria.
Republik Indonesia. (2002). Keputusan Menteri Pendidikan Nasional Republik Indonesia Nomor 45 Tentang Kurikulum Inti Pendidikan Tinggi (Decree of The Minister of National Education Number 45 on Higher Education Core Curriculum). Jakarta: Kementerian Pendidikan Nasional Republik Indonesia.
Republik Indonesia. (2013). Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 73 Tahun 2013 Tentang Penerapan Kerangka Kualifikasi Nasional Indonesia Bidang Pendidikan Tinggi (Regulation of The Minister of Education and Cultural Number 73 Year 2013 on Application. Jakarta: Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Russel, D. (1982). The causal dimension scale : A measure of how individuals perceive causes. Journal of Personality and Social Psychology, 42(6), 1137–1145. https://doi.org/10.1037/0022-35188.8.131.528
Russel, D., & Mcauley, E. (1987). Measuring causal attributions for success and failure: A comparison of methodologies for assessing causal dimensions. Journal of Personality and Social Psychology, 52(6), 1248–1257. https://doi.org/10.1037/0022-35184.108.40.2068
Sahinkarakas, S. (2011). Young students’ success and failure attributions in language learning. Social Behavior and Personality, 39(7), 879–886. https://doi.org/10.2224/sbp.2011.39.7.879
Santrock, J. W. (2011). Educational psychology, 5th edition. New York: McGraw-Hill Companies.
Schunck, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94.
Sukariyah, M. B., & Assaad, G. (2015). The effect of attribution retraining on the academic achievement of high school students in Mathematics. Procedia - Social and Behavioral Sciences, 122, 345–351. https://doi.org/10.1016/j.sbspro.2015.02.356
Susetyo, Y. F., & Kumara, A. (2012). Orientasi tujuan, atribusi penyebab, dan belajar berdasar regulasi diri (Goal orientation, causal attribution, and self-regulated learning). Jurnal Psikologi, 39(1), 95–111. https://doi.org/10.22146/jpsi.6969
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3–25. https://doi.org/10.1037/0022-06220.127.116.11
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548–573. https://doi.org/10.1037/0033-295X.92.4.548
Weiner, B. (2010). Attribution theory. International Encyclopedia of Education, 6, 559–563. https://doi.org/10.1002/9780470479216.corpsy0098
Zohri, A. (2011). Causal attributions for failure and the effect of gender among Moroccan EFL university students. English Language Teaching, 130–137. https://doi.org/10.5539/elt.v4n4p130
Article MetricsAbstract view : 0 times
PDF - 0 times
- There are currently no refbacks.
HUMANITAS: Indonesian Psychological Journal
ISSN 1693-7236 (print), 2598-6368 (online)
Email : firstname.lastname@example.org
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.