Gender Differences in Causal Attributions for Success and Failure in Academic Achievement among Secondary School Students

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Date
2019Author
Ngunu, Susan
Kinai, Theresia
Ndambuki, Philomena
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This study investigated the gender differences in causal attributions for success and failure in
Kenya. Students may form causal attributions, which may influence their academic achievement
either positively or negatively. The study was guided by Weiner’s model of Achievement
Attribution. The participants were 585 students (315 males, 270 females). The participants
completed the Multidimensional Multi-attributional Causality Scale (MMCS). The main findings
of the study were that there were significant gender differences in the causal attributions for
failure while the differences in causal attributions for success were not significant. The results
also indicated there were differences in the causal attributional styles of boys and girls. Taking
into account that students can form inappropriate causal attributions that might negatively
affected their academic achievement, the study made recommendations to the stakeholders on
intervention measures. The researcher also recommended for further research in the area of
gender differences in causal attributions for success and failure.
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https://www.ijern.com/journal/2019/June-2019/02.pdfhttp://ir-library.ku.ac.ke/handle/123456789/21908