engleski

Internalizing and externalizing problems of students with different attributional patterns of academic achievement

Students’ perception of failure cause as unstable and uncontrollable does not offer the opportunity for volitional change – students don’t have any influence on such kind of causes. This can result in a “cycle of failure” in which this kind of attributions result in lack of persistence, which leads to failure, low self-esteem, learned helplessness and a tendency to maladaptive behavior. Further, next failure confirm negative beliefs and cycle continues (Turner et al., 1998). The aim of this study was to compare students with different attributional patterns in some other variables relevant for self-regulated learning process and students’ health. K-means cluster analysis was used to classify 147 adolescents/students into four groups according to their pattern of causal attributions. Obtained analyses identified group of students with “maladaptive attributional pattern” who have the lowest academic achievement, negative self-perceptions (self-esteem, self-efficacy), poor self-regulated learning orientations and who express more internalizing problems than other students.

Internalizing and externalizing problems; attributional patterns; academic achievement

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