The Relationship Between Attributional Styles and Achievement Motivation with Academic Achievement Among Students in Secondary School Majoring in Mathematic Sciences

Subject Areas : روان درمانگری

Mehrnaz  Shahraray ¹ (PhD Teacher Training University, Tehran)
Valliolah  Farzad ² (PhD Teacher Training University, Tehran)
Alireza  Zara-ee ³ (Teacher Training University, Tehran)

Received: 2015-06-07 Accepted : 2015-06-07 Published : 2005-06-22

Keywords: motivation, Achievement, attribution,

Abstract :

A random sample of 380 high school students (170 females and 210 males) completed the Academic Motivation Scale and the Attributional styles Questionnaire in order to examine the relationship between academic achievement motivation, attributional styles and academic achievement. Data related to academic achieve - ment (Grade Point Average “GPA”, Mathematic and literature grades) were extracted from students’ report cards. The results showed a positive and significant correlation between achievement motivation scores and academic achievement in female and male students. No reliable relationship was found between academic achievement and attributional styles concerning good and bad events in internal-external, global-specific and stable- unstable dimensions. However, a positive and significant correlation was found between achievement motivation and attributional styles concerning bad and good events in internalexternal, global-specific and stable-unstable dimensions in female and male students. A negative and significant correlation was found between achievement motivation and attributional style concerning bad events in the internal-external dimension. No relationship was found between achievement motivation and attributional styles concerning bad events in stable-unstable and global-specific dimension