クラスの学習目標の認知が原因帰属と期待・無気力感に及ぼす影響について

抄録

In former studies of academic achievement, it was uncertain how the attribution of failure to the lack of effort had influence on expectancies (perceived control). The purpose of the present study was to examine how the achievement goal in a classroom had influence on the relationship between causal attributions and expectancies. Four hundred thirty-eight fifth and sixth graders responded a questionnaire on the causal attributions, expectancies, and the perceptions of the classroom goal orientation. The results revealed that the expectancy scale consisted of outcome expectancy (perceived control), efficacy expectancy, and feeling of helplessness. And in a low helplessness group, the attribution of failure to the lack of effort was positively related to the outcome expectancy. But in a high helplessness group, little relationship was observed. Additionally, the feeling of helplessness depended on the perception of performance goals.