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The effects of attributional style on the mathematics performance of senior secondary school students
Thesis (PhD (Educational Psychology))--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613554483396608 |
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| access_status_str | Open Access |
| author2 | Maree, J.G. (Kobus) |
| author_browse | Maree, J.G. (Kobus) |
| author_facet | Maree, J.G. (Kobus) |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Educational Psychology))--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/87963 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:59.731Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/87963 The effects of attributional style on the mathematics performance of senior secondary school students Maree, J.G. (Kobus) Lapite, Akolade Olubunmi UCTD Attributional style Stability Globality Attributional style questionnaire Mathematics performance Mixed methods approach Education theses SDG-04 Education theses SDG-05 Education theses SDG-10 Thesis (PhD (Educational Psychology))--University of Pretoria, 2020. The purpose of this study was to explore the effects of attributional style on the mathematics performance of senior secondary school students. The study involved a sequential explanatory mixed methods approach (QUANTITATIVE + qualitative). The quantitative phase of the study involved 300 students drawn from two schools in two education districts in Lagos State, Nigeria. The qualitative phase involved focus group interviews with 20 students (10 students per school). The major data generation instruments for the study were the Attributional Style Questionnaire (ASQ), the mathematics performance scores of the students, and the focus group interviews. Quantitative data were analysed by calculating correlation coefficients, conducting multiple regression analyses, and performing one-way analysis of variance to compare the subscales across gender, socio-economic status, and attitude of the students towards mathematics. Conversation analysis was used to analyse the qualitative data generated. The findings revealed no significant relationship between attributional style and mathematics performance. Gender-based differences were found in the students’ performance on the stability and globality scales as well as in regard to the effect of their socio-economic status and attitude towards mathematics on their mathematics performance. Future research on all the variables explored in this study could be replicated using different samples. Researchers could also consider using an attributional style questionnaire appropriate for academic issues with a sample similar to that in this study. es2026 Educational Psychology PhD (Educational Psychology) Unrestricted SDG-04: Quality education SDG-05: Gender equality SDG-10: Reduced inequalities 2022-10-25T10:51:02Z 2022-10-25T10:51:02Z 2021 2020 Thesis * A2021 https://repository.up.ac.za/handle/2263/87963 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Attributional style Stability Globality Attributional style questionnaire Mathematics performance Mixed methods approach Education theses SDG-04 Education theses SDG-05 Education theses SDG-10 The effects of attributional style on the mathematics performance of senior secondary school students |
| title | The effects of attributional style on the mathematics performance of senior secondary school students |
| title_full | The effects of attributional style on the mathematics performance of senior secondary school students |
| title_fullStr | The effects of attributional style on the mathematics performance of senior secondary school students |
| title_full_unstemmed | The effects of attributional style on the mathematics performance of senior secondary school students |
| title_short | The effects of attributional style on the mathematics performance of senior secondary school students |
| title_sort | effects of attributional style on the mathematics performance of senior secondary school students |
| topic | UCTD Attributional style Stability Globality Attributional style questionnaire Mathematics performance Mixed methods approach Education theses SDG-04 Education theses SDG-05 Education theses SDG-10 |
| url | https://repository.up.ac.za/handle/2263/87963 |