O'sullivan JT, Howe ML
Faculty of Education, Memorial University
Contemp Educ Psychol. 1996 Oct;21(4):363-87. doi: 10.1006/ceps.1996.0027.
In this study the development of causal attributions about reading within low-income families was examined. Specifically, relations between children's reading achievement and their causal attributions were investigated as well as relations between the children's attributions about themselves and their parents' attributions about them. A total 513 students from Grades 3, 6, and 9, and one parent of each student, all from low-income families, participated. Students and parents independently rated the importance of seven causal variables (effort, intellectual ability, liking for reading, the teacher, help at home, difficulty of reading material, and luck) for the students' good and poor reading outcomes. The major findings were that (a) at each grade, students' attributions were reliably related to their reading achievement on the Gates-MacGinitie reading comprehension test, with attributions to ability, liking for reading, and help at home especially critical; (b) at each grade, parent attributions were reliably associated with student attributions; and (c) as students' grade in school increased, they focused more on themselves and less on others as causal determinants of their reading performance. The implications of these findings for research and education are discussed.
在本研究中，我们考察了低收入家庭中关于阅读的因果归因的发展情况。具体而言，我们研究了儿童阅读成绩与其因果归因之间的关系，以及儿童对自己的归因和父母对他们的归因之间的关系。共有来自三年级、六年级和九年级的513名学生以及他们的一位家长参与了研究，所有参与者均来自低收入家庭。学生和家长分别对七个因果变量（努力、智力能力、对阅读的喜爱、教师、家庭帮助、阅读材料的难度和运气）对于学生阅读成绩好坏的重要性进行了评分。主要研究结果如下：（a）在每个年级，学生的归因与他们在盖茨 - 麦金蒂阅读理解测试中的阅读成绩都存在可靠的关联，其中对能力、对阅读的喜爱和家庭帮助的归因尤为关键；（b）在每个年级，家长的归因与学生的归因都存在可靠的关联；（c）随着学生在学校年级的升高，他们在作为阅读表现的因果决定因素方面，更多地关注自己，而较少关注他人。我们还讨论了这些研究结果对研究和教育的启示。
