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The role of "attribution for success...

Takahashi, Sachiko.

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The role of "attribution for success and failure" in second language reading by Japanese university students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The role of "attribution for success and failure" in second language reading by Japanese university students./
Author:	Takahashi, Sachiko.
Description:	119 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2428.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097731

The role of "attribution for success and failure" in second language reading by Japanese university students.
Takahashi, Sachiko.

The role of "attribution for success and failure" in second language reading by Japanese university students. - 119 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2428.

Thesis (Ed.D.)--Temple University, 2003.

The purposes of this study were to investigate the development of university students' attributions for their perceived success and failure in second language reading and to clarify the relationship between the learners' reading proficiency levels and their attributions. The conceptual framework draws on attribution theory (Weiner, 1979, 1983, 1986).Subjects--Topical Terms:

1017790
Education, Reading.

The role of "attribution for success and failure" in second language reading by Japanese university students.
LDR:03249nmm 2200313 4500 001 1860945
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035 $a (UnM)AAI3097731
035 $a AAI3097731
040 $a UnM $c UnM
100 1 $a Takahashi, Sachiko. $3 1948569
245 1 4 $a The role of "attribution for success and failure" in second language reading by Japanese university students.
300 $a 119 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2428.
500 $a Major Adviser: James Dean Brown.
502 $a Thesis (Ed.D.)--Temple University, 2003.
520 $a The purposes of this study were to investigate the development of university students' attributions for their perceived success and failure in second language reading and to clarify the relationship between the learners' reading proficiency levels and their attributions. The conceptual framework draws on attribution theory (Weiner, 1979, 1983, 1986).
520 $a Two hundred and sixty-nine Japanese female university students, whose second language proficiency ranged from low to intermediate, participated in this study. They had been studying English as a foreign language for more than six years in the formal education system. Two hundred-fifty one (93%) of the participants, who indicated that they did not read English texts well, completed a questionnaire asking about the causes of their perceived failure. The results were factor analyzed, and five factors were found: environment ("I don't like my reading teacher," "The class atmosphere is bad"); ability ("I don't have knowledge of the grammar," "I don't have the necessary learning strategies"); text difficulty ("The vocabulary in the text is too difficult for me," "The organization of the text is too difficult for me"); effort ("I am not in the mood to do it," "I don't use a dictionary"); and task orientation ("The content of the text is not interesting," "I don't like the genre of the text."). However, a regression analysis found that these five factors accounted for only 8% of the variance in the learners' reading proficiency level. A profile analysis showed that different proficiency groups displayed different patterns of attribution. There was a significant difference in both ability and effort attributions between the high and low groups (p < .001).
520 $a The finding that high and low proficiency groups showed different patterns of attribution implies a need for instruction adapted to learners' level of proficiency. Teachers should be careful in teaching, in particular, lower proficiency learners. Because low-proficiency learners attribute their failure to lack of ability or effort, teachers need to help those learners feel more confident in their reading ability by providing them with a carefully prepared reading curriculum. Teachers should use learning activities that provide reasonable challenges.
590 $a School code: 0225.
650 4 $a Education, Reading. $3 1017790
650 4 $a Psychology, General. $3 1018034
650 4 $a Education, Higher. $3 543175
650 4 $a Women's Studies. $3 1017481
690 $a 0535
690 $a 0621
690 $a 0745
690 $a 0453
710 2 0 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 64-07A.
790 1 0 $a Brown, James Dean, $e advisor
790 $a 0225
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097731