Attributional Bias Instrument (ABI): Validation of a Measure to Assess Ability and Effort Explanations for Math Performance

Autor/inn/en	Espinoza, Penelope P.; Quezada, Stephanie A.; Rincones, Rodolfo; Strobach, E. Natalia; Gutierrez, Maria Armida Estrada
Titel	Attributional Bias Instrument (ABI): Validation of a Measure to Assess Ability and Effort Explanations for Math Performance
Quelle	In: Social Psychology of Education: An International Journal, 15 (2012) 4, S.533-554 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-012-9201-7
Schlagwörter	Academic Achievement; Factor Analysis; Females; Behavior Theories; Gender Bias; Foreign Countries; Mathematics Achievement; Attribution Theory; Validity; Academic Ability; Academic Failure; Student Motivation; High School Students; Measures (Individuals); Mexico + Suchen Sie Ihr Suchwort? Schulleistung; Faktorenanalyse; Weibliches Geschlecht; Geschlechterstereotyp; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gültigkeit; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Mexiko
Abstract	The present work investigates the validation of a newly developed instrument, the attributional bias instrument, based on achievement attribution theories that distinguish between effort and ability explanations of behavior. The instrument further incorporates the distinction between explanations for success versus failure in academic performance. An important characteristic of the instrument is that it can be used to assess biased attributions. For instance, attributional gender bias is the tendency to generate different attributions (explanations) for female versus male students' performance in math. Whereas boys' successes in math are attributed to ability, girls' successes are attributed to effort; conversely, boys' failures in math are attributed to a lack of effort and girls' failures to a lack of ability. Previous research has shown this bias to be committed by teachers, parents, and students themselves. In the present study, high school students in Mexico were administered the instrument and asked to generate attributions for their successes and failures in math. Findings revealed: (1) a factor analysis confirmed the proposed structure of the instrument, (2) boys and girls committed the attributional gender bias, replicating effects in U.S. samples, and (3) additional analyses involving related measures further supported valid use of the instrument. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10