Naslov
Attributions of Success and Failure in Math Achievement - Differences between Adaptive and Non-Adaptive Perfectionists

Autori
Topić, Branko ; Pandža Topić, Maja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
Savremeni trendovi u psihologiji = Current Trends in Psychology

Mjesto i datum
Novi Sad, Srbija, 28.10.2021. - 30.10.2021

Vrsta sudjelovanja
Poster

Vrsta recenzije
Recenziran

Ključne riječi
(non)adaptive perfectionism, math achievement, success and failure attributions

Sažetak
Styles of attributional thinking may influence students' behavior and, indirectly, academic performance and achievement in the classroom. However, specific differences among students can moderate these attributions. This study's aim was to explore the differences in attributions of success and failure in mathemathics achievement between adaptive and non-adaptive perfectionist adolescents attending gymnasium and vocational schools. A total of 409 high-school level students (58, 7% male ; average age= 16, 7 years) participated and filled in the Positive and Negative Perfectionism Scale (PNPS) ; the School Success and Failure Attribution Scale, measuring the locus (internal/external) and (un)stability of attributions, adapted for mathematics classes ; as well as a set of demografic (gender, age) questions. Students were categorised in Adaptive, Nonadaptive perfectionists and Non-perfectionists groups using median and quartile range scores on PNP Scale. Results show a specific profile of Non-adaptive perfectionists with significant differences in comparison to other two groups on all but one (Luck, i.e. external unstable) attribution of success and failure in mathematics. Non-adaptive perfectionist attribute their failure in mathematics achievement by Lack of ability (internal stable) and Coincidence (external unstable), while attributing their success to Teacher favouring them (external stable). Compared to Adaptive and Nonperfectionists, Non-adaptive perfectionists at least attribute their failure to external stable causes (such as teaching environment, the School dimension), while also use Ability the least (internal stable) and as well as Effort (internal unstable) as causes of their achievement success. At the same time, Adaptive perfectionist use Effort the most among other groups as the cause of their success. The results demonstrate maladaptive attribution use among Non-adaptive perfectionists that could further influence students' academic performance in mathematics. Results also indicate the need for interventions that focus on internal (Ability and Effort) attributions of success and address the Non-adaptive perfectionists students.

Izvorni jezik
Engleski

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