Abstract
On the basis of a wide investigation on causal attributions and affective reactions to exam performance of junior middle-school students, this article proposed a model on junior middle-school students' causal attribution for exam performance in terms ef Weiner's attribution theory of motivation and emotion. This hypothesized model was tested on the use of a statistic method of covariance structure modeling. Athough this initial model was rejected on the basis of a chi-square goodness-of-fit test, a specification search yielded a final model that fit the data adequately and partly supported Weiner's theory. According to this model, effort attribution-locus dimension for junior middleschool students had a positive effect on self-confidence, expectation and achievement motivation.
Keywords: | causal attribution; emotion; model; structural equation |
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