General causality orientations and defensive attributions of failure on academic exam
Uticaj generalnih kauzalnih orijentacija na izvođenje odbrambenih atribucija nakon ispitnog neuspeha
Abstract
Defensive behaviour after failure, such as denial of the responsibility for own achievement, reduces person's openness for further learning and development and, thus, is undesirable in pedagogical practice. General causality orientations success-fully predict defensive behaviours after failure. Autonomous causality orientation implies behaviours motivated by personal growth and development, while controlling orientation purports ego-involved behaviours aimed at proving one's own self-worth. The research was conducted with the aim of testing two hypotheses (additive and synergistic) about the influence of general causality orientations and their combinations on defensive attribution of failure on the exam. After their faculty exam, N=158 psychology students answered questions about the expected grade and they filled out two questionnaires: Attribution of Success on the Test and General Causality Orientation Scale. The results showed that internal attribution of success is related to gre...ater expected grade and higher autonomous causality orientation. External attribution was characteristic for individuals with high controlling causal orientation. It was confirmed that general causality orientations can predict the way a person perceives academic success. Thus, we give recommendations on how to support and encourage autonomous and discourage controlling behaviours of students.
Odbrambena ponašanja koja se javljaju nakon neuspeha, poput odricanja odgovornosti za postignuti rezultat, umanjuju otvorenost osobe za dalje učenje i razvoj i stoga su nepoželjna sa aspekta pedagoške prakse. Generalne kauzalne orijentacije omogućavaju predviđanje ovakvih odbrambenih ponašanja. Autonomna orijentacija podrazumeva ponašanje motivisano ličnim rastom i razvojem, a kontrolišuća orijentacija ukazuje na usmerenost ponašanja na potvrđivanje sopstvene vrednosti. Sprovedeno je istraživanje sa ciljem da se ispitaju dve hipoteze (aditivna i sinergistička) koje daju različita predviđanja o uticaju kauzalnih orijentacija na ispoljavanje odbrambenog ponašanja nakon ispitnog neuspeha. Nakon ispita iz fakultetskog kursa 158 studenata psihologije odgovaralo je na pitanja o očekivanoj ispitnoj oceni i popunjavalo Upitnik atribucije uspeha na testu i Skalu generalnih kauzalnih orijentacija. Rezultati pokazuju da je atribuiranje ispitnog uspeha unutrašnjim faktorima uslovljeno višom očekiv...anom ispitnom ocenom i autonomnom kauzalnom orijentacijom. Spoljašnja atribucija uspeha bila je izraženija kod osoba sa kontrolišućom kauzalnom orijentacijom. Potvrđeno je da kauzalne orijentacije omogućavaju predviđanje odbrambenog reagovanja na akademski neuspeh, iz čega slede preporuke koje se tiču načina podsticanja autonomnog i umanjivanja kontrolišućeg ponašanja studenata.
Keywords:
attribution of success / general causality orientations / additive and synergistic model / self-determination theory / atribucija uspeha / generalne kauzalne orijentacije / aditivni i sinergistički model / teorija samodeterminacijeSource:
Zbornik Instituta za pedagoška istraživanja, 2011, 43, 2, 223-238Publisher:
- Institut za pedagoška istraživanja, Beograd
Funding / projects:
- Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)
- Models of evaluation and strategies for improvement of education quality in Serbia (RS-179060)
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Institution/Community
IPITY - JOUR AU - Bodroža, Bojana AU - Mirkov, Snežana PY - 2011 UR - http://ipir.ipisr.org.rs/handle/123456789/186 AB - Defensive behaviour after failure, such as denial of the responsibility for own achievement, reduces person's openness for further learning and development and, thus, is undesirable in pedagogical practice. General causality orientations success-fully predict defensive behaviours after failure. Autonomous causality orientation implies behaviours motivated by personal growth and development, while controlling orientation purports ego-involved behaviours aimed at proving one's own self-worth. The research was conducted with the aim of testing two hypotheses (additive and synergistic) about the influence of general causality orientations and their combinations on defensive attribution of failure on the exam. After their faculty exam, N=158 psychology students answered questions about the expected grade and they filled out two questionnaires: Attribution of Success on the Test and General Causality Orientation Scale. The results showed that internal attribution of success is related to greater expected grade and higher autonomous causality orientation. External attribution was characteristic for individuals with high controlling causal orientation. It was confirmed that general causality orientations can predict the way a person perceives academic success. Thus, we give recommendations on how to support and encourage autonomous and discourage controlling behaviours of students. AB - Odbrambena ponašanja koja se javljaju nakon neuspeha, poput odricanja odgovornosti za postignuti rezultat, umanjuju otvorenost osobe za dalje učenje i razvoj i stoga su nepoželjna sa aspekta pedagoške prakse. Generalne kauzalne orijentacije omogućavaju predviđanje ovakvih odbrambenih ponašanja. Autonomna orijentacija podrazumeva ponašanje motivisano ličnim rastom i razvojem, a kontrolišuća orijentacija ukazuje na usmerenost ponašanja na potvrđivanje sopstvene vrednosti. Sprovedeno je istraživanje sa ciljem da se ispitaju dve hipoteze (aditivna i sinergistička) koje daju različita predviđanja o uticaju kauzalnih orijentacija na ispoljavanje odbrambenog ponašanja nakon ispitnog neuspeha. Nakon ispita iz fakultetskog kursa 158 studenata psihologije odgovaralo je na pitanja o očekivanoj ispitnoj oceni i popunjavalo Upitnik atribucije uspeha na testu i Skalu generalnih kauzalnih orijentacija. Rezultati pokazuju da je atribuiranje ispitnog uspeha unutrašnjim faktorima uslovljeno višom očekivanom ispitnom ocenom i autonomnom kauzalnom orijentacijom. Spoljašnja atribucija uspeha bila je izraženija kod osoba sa kontrolišućom kauzalnom orijentacijom. Potvrđeno je da kauzalne orijentacije omogućavaju predviđanje odbrambenog reagovanja na akademski neuspeh, iz čega slede preporuke koje se tiču načina podsticanja autonomnog i umanjivanja kontrolišućeg ponašanja studenata. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - General causality orientations and defensive attributions of failure on academic exam T1 - Uticaj generalnih kauzalnih orijentacija na izvođenje odbrambenih atribucija nakon ispitnog neuspeha EP - 238 IS - 2 SP - 223 VL - 43 UR - https://hdl.handle.net/21.15107/rcub_ipir_186 ER -
@article{ author = "Bodroža, Bojana and Mirkov, Snežana", year = "2011", abstract = "Defensive behaviour after failure, such as denial of the responsibility for own achievement, reduces person's openness for further learning and development and, thus, is undesirable in pedagogical practice. General causality orientations success-fully predict defensive behaviours after failure. Autonomous causality orientation implies behaviours motivated by personal growth and development, while controlling orientation purports ego-involved behaviours aimed at proving one's own self-worth. The research was conducted with the aim of testing two hypotheses (additive and synergistic) about the influence of general causality orientations and their combinations on defensive attribution of failure on the exam. After their faculty exam, N=158 psychology students answered questions about the expected grade and they filled out two questionnaires: Attribution of Success on the Test and General Causality Orientation Scale. The results showed that internal attribution of success is related to greater expected grade and higher autonomous causality orientation. External attribution was characteristic for individuals with high controlling causal orientation. It was confirmed that general causality orientations can predict the way a person perceives academic success. Thus, we give recommendations on how to support and encourage autonomous and discourage controlling behaviours of students., Odbrambena ponašanja koja se javljaju nakon neuspeha, poput odricanja odgovornosti za postignuti rezultat, umanjuju otvorenost osobe za dalje učenje i razvoj i stoga su nepoželjna sa aspekta pedagoške prakse. Generalne kauzalne orijentacije omogućavaju predviđanje ovakvih odbrambenih ponašanja. Autonomna orijentacija podrazumeva ponašanje motivisano ličnim rastom i razvojem, a kontrolišuća orijentacija ukazuje na usmerenost ponašanja na potvrđivanje sopstvene vrednosti. Sprovedeno je istraživanje sa ciljem da se ispitaju dve hipoteze (aditivna i sinergistička) koje daju različita predviđanja o uticaju kauzalnih orijentacija na ispoljavanje odbrambenog ponašanja nakon ispitnog neuspeha. Nakon ispita iz fakultetskog kursa 158 studenata psihologije odgovaralo je na pitanja o očekivanoj ispitnoj oceni i popunjavalo Upitnik atribucije uspeha na testu i Skalu generalnih kauzalnih orijentacija. Rezultati pokazuju da je atribuiranje ispitnog uspeha unutrašnjim faktorima uslovljeno višom očekivanom ispitnom ocenom i autonomnom kauzalnom orijentacijom. Spoljašnja atribucija uspeha bila je izraženija kod osoba sa kontrolišućom kauzalnom orijentacijom. Potvrđeno je da kauzalne orijentacije omogućavaju predviđanje odbrambenog reagovanja na akademski neuspeh, iz čega slede preporuke koje se tiču načina podsticanja autonomnog i umanjivanja kontrolišućeg ponašanja studenata.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "General causality orientations and defensive attributions of failure on academic exam, Uticaj generalnih kauzalnih orijentacija na izvođenje odbrambenih atribucija nakon ispitnog neuspeha", pages = "238-223", number = "2", volume = "43", url = "https://hdl.handle.net/21.15107/rcub_ipir_186" }
Bodroža, B.,& Mirkov, S.. (2011). General causality orientations and defensive attributions of failure on academic exam. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 43(2), 223-238. https://hdl.handle.net/21.15107/rcub_ipir_186
Bodroža B, Mirkov S. General causality orientations and defensive attributions of failure on academic exam. in Zbornik Instituta za pedagoška istraživanja. 2011;43(2):223-238. https://hdl.handle.net/21.15107/rcub_ipir_186 .
Bodroža, Bojana, Mirkov, Snežana, "General causality orientations and defensive attributions of failure on academic exam" in Zbornik Instituta za pedagoška istraživanja, 43, no. 2 (2011):223-238, https://hdl.handle.net/21.15107/rcub_ipir_186 .