The purpose of the study was to investigate graduate students’ attributions to their academic successes and failures. Apart from quantitatively-oriented studies, qualitative techniques in gathering and analysing data were used to make an in-depth interrogation of the representations of causal attributions of the participants to their academic failures and successes. Causal attributions of the participants were examined through Weiner’s model of attribution in terms of four aspects as ability attributions, effort attributions, chance attributions and attributions to specified contextual factors. Intentional social interactions were found to be an external executing functioning in modifying the participants’ attributional orientations to successes and failures. Moreover, it was found out that individually developed adaptive strategies may turn externally-oriented attributions into internal causal attributions. Idiosyncraticness of attributional reasoning styles was the determinants of the participants’ attributional tendencies and learned helplessness behaviour was seemed as an associated component of attributional orientations of the participants.
Bu çalışmanın amacı lisansüstü düzeyde öğrenim gören öğrencilerin akademik başarı ve başarısızlığa yönelik atıflarının incelenmesidir. Nicel yönelimli araştırmalardan farklı olacak şekilde, bu çalışmada katılımcıların akademik başarı ve başarısızlıklarına yönelik nedensel atıflarının derinlemesine belirlenmesi için nitel teknikler veri toplama ve analiz süreçleri için işletilmiştir. Katılımcıların nedensel atıfları Weiner’ın Atıf Modeli’nin temel dört yönü olan beceri atıfları, çaba atıfları, şans atıfları ve bağlamsal atıflar aracılığıyla incelenmiştir. Kasıtlı bir şekilde organize edilen sosyal etkileşimler katılımcıların başarı ve başarısızlığa yönelik atıflarını değiştirmede önemli bir etmen olarak bulunmuştur. Ek olarak, bireysel olarak geliştirilen, uyumlaştırıcı stratejilerin başarı ve başarısızlığa yapılan atıfları dışsal bir eğilimden içsel bir eğilime çevirebileceği tespit edilmiştir. Kendi şahsına münhasır atıfsal akıl yürütme stillerinin, katılımcıların atıfsal eğilimlerinin belirleyicileri olduğu ve öğrenilmiş çaresizliğin katılımcıların atıfsal yönelimleri ile bileşen bir parça olduğu bulunmuştur.
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