An Empirical Study on Causal Attribution Regarding Listening Achievement of Chinese English Majors
Attribution theory plays an important role in the study of self-perception of one’s academic achievement. Through questionnaire-survey and factor analysis, this study explores the attributional factors both of successful and unsuccessful self-attributions for listening achievements, as well as examines the taxonomy and tendency of these factors’ attributional dimensions. Results show that social and self-comparison, rather than the test scores, are the key criteria in self-perception of listening achievements. Student’s effort and teacher’s aid are critical in self-attributions both for successful and unsuccessful learners. Successful learners’ attributions are generally positive while unsuccessful learners’ attributions are adaptive. Gender and grade differences in self-attributions both for successful learners and unsuccessful learners have also been examined and analyzed in this study.
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