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Abstract Title: How do the students perceive the reasons for their success in a modern physics course?
Abstract: In this study, our goal was to determine how students in modern physics course perceived their success and the reasons for the success. We view this through attribution theory. In this theory, "Perception or inference of cause" is called "attribution" and focuses on perceived causes of behavior (Försterling, 2001; Kelley & Michela, 1980; Weiner, 1974). In classroom settings, examination of students' attributions about their success and failure helps to both identify students' metacognition and to predict their future success in specific tasks. From a set of 27 interviews at the University of Maryland and the Middle East Technical University, we discuss the attributions of 6 students (3 from each venue) in terms of locus of control and stability. We selected the students to show the range of variation.  It was observed that how students make sense of "success" shapes the characteristics of their attributions.


References:
Försterling, F. (2001). Attribution: An introduction to theories, research and applications. United Kingdom: Psychology Press Ltd.
Kelley, H. H., & Michela, J. L. (1980). Attribution theory and research. Annual Review of Psychology, 31, 457-501.
Weiner, B. (1974). An attributional integration of expectancy-value theory. In B. Weiner (Ed.), Cognitive Views of Human Motivation (pp. 51-69). New York: Academic Press.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Nilufer Didis
Middle East Technical University
Ankara, Turkey 06531
Phone: 90 312 210 4195
Co-Author(s)
and Co-Presenter(s)
Edward F. Redish
University of Maryland, College Park, 20742, MD.