The Effects of Parents’ Attribution and Affective Reactions on Elementary School Students’ Attribution and Goal-setting

• Main Authors: Tsai Yu-shien, 蔡育嫺
• Other Authors: Lee Yi-mei
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/04152308622101654917

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 96 === The purpose of this study was to discuss about the effects of parents’ atribution and affective reactions on elementary school students’ attribution, and how student’s attribution affects them set their goals. The study is designed with pre- and post test quasi-experiments. The subjects, 190 people in total, in this study are the fifth and the sixth grades in eight elementary schools in Taipei. According to Weiner’s three dimensions of attributions and strategy attribution which is advanced by Clifford, devised five cinema as experimental situation. Five scenarios included: while student fail in math exam, parents communicate verbal reaction of lack of effort, verbal reaction of lack of ability, verbal reaction of lack of strategy, affective reaction of anger, and affective reaction of compassion. With random assignment, Each child is individually examined on one cinema. After treatment, one-on-one structured interview is the strategy to collect information. The study is analyzed with chi-square test .The main findings derived from the study are as follows: 1. Students are apt to attribute math exam failure because of lack of effort whatever parents reacted. This finding is related to Chinese culture. Chinese culture places emphasis on value of effort. Therefore, Students are apt to have effort attribution. 2. Students’ attribution of math exam failure associated with personal attributed belief. 3. Students’ attribution of math exam failure associated with their perceptions of parents’ reactions. Students’ attribution is based on perceptions of parents’ reactions. 4. Students are apt to set more difficult goals. No matter what they attribute their reason of math exam failure, they don’t make much easier goals. Finally, in accordance with the findings mentioned above, suggestions are brought up to educators, parents and future research.