Title

Children's Attributional Style and the Length of Stay in an Alternative Education Program

Keywords

Attribution (social psychology), Children -- Institutional care, Non formal education

Abstract

Previous research has linked attributional style in children to self-esteen, loneliness, depression, general distress, and reading persistence to the learning disabled. The current study sough to determine if specific attributional styles in children were correlated with their length of stay in a behaviorally based Alternative Education program. Sixty-two first-grade through sixth-grade children were recruited from two Alternatvie Education campuses in Polk County, Florida. They each completed two administrations of the Children's Attributional Style Questionnaire (CASQ), separated by a two-week interval, and one administration of the performance Expectation Questionnaire, (PEQ), which assessed the children's expectation of their ability to perform tasks specific to the responses cost system of the Alternative Education program. A backward stepwise multiple regression analysis was used to determine the relationship among attributional style, self-efficacy, and length of stay in the Alternative Education program. It was predicted that internal-stable-global attributions for failure, external-unstable-specific attributions for success, and both the level and strength of efficacy expectations would all correlate significantly with length of stay. None of the hypotheses were supported.

Notes

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Graduation Date

1987

Semester

Summer

Advisor

Jensen, Bernard J.

Degree

Master of Science (M.S.)

College

College of Arts and Sciences

Department

Psychology

Degree Program

Clinical Psychology

Format

Print

Pages

45 p.

Language

English

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Identifier

HM291 .P559

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