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首页> 外文期刊>Journal of Education and Practice >Relationships of Causal Attributions and Academic Attainment among Colleges of Education Students in North- Western Nigeria
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Relationships of Causal Attributions and Academic Attainment among Colleges of Education Students in North- Western Nigeria

机译：尼日利亚西北部大专院校学生因果归因与学业成绩的关系

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摘要

This study investigated the relationship of causal attributions and academic attainment of Colleges of Education students in north- west geo- political zone of Nigeria. The study was based on the hypothesis that there is no significant relationship between causal attributions academic attainment of students. The questionnaire on Academic Causal Attribution Scale (ACAS) were administered to 389 students (300 level) drawn from eight (8) Colleges of Education. Furthermore, students’ Grade Point Average (GPA) was used as measures of academic attainment. Thus, Pearson Product Moment Correlation was employed to determine the degree of relationship of the said variables.. Thus, the findings revealed that there were no significant correlations identified among the causal attributions factors and academic attainment of students except with external attribution of failure in which significant correlation was established with academic attainment. The study therefore, recommends that students should not be reprimanded due to the failure in examination instead; they should be encouraged to put more efforts and they should be involved in teaching and learning activities in a bid to encourage them so that they will record success in their future academic pursuit and as well minimize shifting blame for their failure consistently to external factors.
机译：本研究调查了尼日利亚西北地缘政治地区教育学院学生的因果归因与学业成就之间的关系。该研究基于以下假设：学生的因果归因与学业成就之间没有显着关系。对来自八（8）个教育学院的389名学生（300级）进行了学术因果归因量表（ACAS）问卷调查。此外，学生的平均绩点（GPA）被用作衡量学业成绩的指标。因此，皮尔逊乘积矩相关性被用来确定所述变量之间的关系程度。因此，研究结果表明，除了学生的外在归因外，没有发现因果归因因素与学生学业之间有显着相关性。与学历之间建立​​了显着的相关性。因此，这项研究建议，不应因为考试不及格而对学生进行谴责;应该鼓励他们付出更多的努力，并且应该参与教学活动，以鼓励他们，使他们在以后的学术追求中取得成功，并且将因失败而造成的责任不断地归咎于外部因素。

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