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Grade 5 and up -- ENID |
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Oklahoma Schools Attuned
-- May 2002 -- randomly selected attuned & non-attuned students in a
Schools Attuned school |
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Causal Attribution Scale |
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1 |
2 |
3 |
4 |
5 |
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very |
somewhat |
neither |
somewhat |
very |
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mean |
median |
mode |
st. dev. |
unimportant |
unimportant |
(neutral) |
important |
important |
| 1 |
Getting help from teachers or friends |
4.35 |
4 |
4 |
0.587 |
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5 |
55 |
40 |
| 2 |
Having easy assignments in the course |
2.85 |
3 |
3 |
0.813 |
5 |
25 |
50 |
20 |
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| 3 |
Putting forth extra effort |
4.75 |
5 |
5 |
0.444 |
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25 |
75 |
| 4 |
Having high intelligence |
3.4 |
4 |
4 |
1.095 |
10 |
5 |
30 |
45 |
10 |
| 5 |
Having material, assignments, and projects in the course that
are interesting |
4.25 |
5 |
5 |
0.967 |
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5 |
20 |
20 |
55 |
| 6 |
Having good luck on exams and projects |
2 |
1.5 |
1 |
1.17 |
50 |
15 |
20 |
15 |
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| 7 |
Enjoying the course |
3.3 |
3 |
3 |
1.081 |
10 |
5 |
40 |
35 |
10 |
| 8 |
Putting forth adequate effort |
3.55 |
3 |
3 |
1.317 |
10 |
5 |
40 |
10 |
35 |
| 9 |
Having good study skills |
4.8 |
5 |
5 |
0.41 |
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20 |
80 |
| 10 |
Knowing a lot about the course topics before you take the
class |
3.35 |
3 |
3 |
1.089 |
5 |
15 |
35 |
30 |
15 |
| 11 |
Not enjoying the course |
2.7 |
3 |
3 |
1.218 |
25 |
10 |
40 |
20 |
5 |
| 12 |
Having low intelligence |
2.2 |
2 |
1 |
1.005 |
30 |
30 |
30 |
10 |
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| 13 |
Not putting forth extra effort |
3.6 |
4 |
3 |
1.273 |
10 |
5 |
30 |
25 |
30 |
| 14 |
Having bad luck on exams and projects |
1.65 |
1 |
1 |
1.089 |
70 |
5 |
15 |
10 |
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| 15 |
Having poor study skills |
3.15 |
3 |
3 |
1.268 |
10 |
20 |
35 |
15 |
20 |
| 16 |
Not getting much help from teachers or friends |
2.6 |
2.5 |
1 |
1.465 |
35 |
15 |
15 |
25 |
10 |
| 17 |
Not putting forth adequate effort |
2.8 |
3 |
3 |
1.281 |
20 |
20 |
30 |
20 |
10 |
| 18 |
Not knowing much about the course topics before you take the
class |
2.8 |
3 |
1 |
1.361 |
25 |
15 |
25 |
25 |
10 |
| 19 |
Having material, assignments, and projects in the course that
aren't interesting |
2.6 |
3 |
3 |
1.273 |
25 |
20 |
35 |
10 |
10 |
| 20 |
Having difficult assignments in the course |
3.35 |
3.5 |
3 |
1.309 |
15 |
5 |
30 |
30 |
20 |
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Major Findings |
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1. Students attribute
academic success to a combination of factors, including |
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social (help from
teachers / friends), personal effort, and course design (interesting, etc.) |
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2. Students do not believe that circumstances
beyond their control -- "luck," "bad luck," |
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difficult
assignments, etc. -- are the primary
causes of academic success or failure |
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