A comparison of attributional style and academic achievement
Abstract
This study examined the relationship between attributional style and academic achievement. Attributional style was measured by the Attributional Style Questionnaire. Academic achievement was measured by grade point average and achievement test scores. Inclusion on the D or F list for students considered to be at risk for academic failure was used to differentiate students at-risk from those not at risk. The subjects included 318 students attending Lakeside Lutheran High School. The students completed the Attributional Style Questionnaire. The results were scored and an attributional style identified. The statistical procedure used was multiple step wise discriminate analysis. This procedure differentiated academically at-risk students from those not at risk. The discriminant analysis predicted at risk students at an 84.9% accuracy rate when using attributional style, grade point average, and achievement test scores as the predictor variables. Attributional style alone had a prediction rate of 61.01%. The study concluded that attributional style, grade point average, and achievement test scores were able to predict academically at-risk students. Attributional style alone was also able to predict at-risk students but with a lower accuracy rate.
This paper has been withdrawn.