Attributions of Success and Failure

1974 ◽  
Vol 35 (1) ◽  
pp. 275-278 ◽  
Author(s):  
Philip B. Ender ◽  
Arthur C. Bohart
Keyword(s):  
Task Difficulty ◽  
The Other ◽  
Item Questionnaire

A 20-item questionnaire was administered to 388 Ss. The questionnaire consisted of items involving success or failure. Half the items were about one's self (actor) and half about someone else (observer). For each situation there were four possible causes: (1) task difficulty, (2) luck, (3) ability, and (4) effort. The results showed that effort was rated significantly higher than the other causes, while luck was rated significantly lower. Also, there was a significant actor-observer difference with observers being more internal than actors.

Congruence of Causal Attributions for School Performance Given by Children and Mothers

1989 ◽  
Vol 64 (2) ◽  
pp. 359-363 ◽  
Author(s):  
Hirotsugu Yamauchi
Keyword(s):  
School Performance ◽  
Task Difficulty ◽  
Causal Attributions ◽  
Causal Attribution ◽  
Poor Performance ◽  
The Other ◽  
Seventh Grade ◽  
Response Options ◽  
Good School ◽  
Poor School

The purpose of this study was to compare the attributions of children with mothers' attributions and children's predictions of their mothers' attributions for children's school performances. Subjects were 76 boys and 94 girls in seventh grade and their mothers. The questionnaire was composed of 8 items and each item had 4 response options to evaluate factors of ability, effort, task difficulty, or luck. Four items were related to good school performance and the other four to poor performance. Children and mothers attributed both good and poor school performances to effort. Several tendencies of children's causal attribution were congruent with the tendencies in children's predictions of their mothers' attributions but were not related to mothers' actual attributions.

Interaction of Arousal and Task Difficulty upon Perceptual Restriction

1971 ◽  
Vol 32 (1) ◽  
pp. 259-264
Author(s):  
Gerald M. Long ◽  
Suchoon S. Mo
Keyword(s):  
Task Performance ◽  
Significant Interaction ◽  
Task Difficulty ◽  
Arousal Level ◽  
The Other ◽  
Stress Group ◽  
Cue Utilization ◽  
Central Task ◽  
Ice Water ◽  
And Task

Ss were required to perform both central and peripheral perceptual tasks presented simultaneously by means of 200-msec. tachistoscopic flashes. The central task, requiring the discrimination between 2 lines on the basis of length, was progressively increased in difficulty from Test I to Test III. Peripheral task performance required the estimation of the number of black dots surrounding the central task. This number varied randomly between 1 and 8. Half the Ss in each test performed these tasks under stress (hand in ice-water), the other Ss under no stress. A significant interaction ( p < .01) was found; the stress group was inferior to the no-stress group on the peripheral task when the central task was relatively easy (Test I) but was superior to the no-stress group when the central task was extremely difficult (Test III). The results were interpreted in terms of the dependence of the “range of cue utilization” upon the degree of difficulty of the perceptual material as well as arousal level.

scholarly journals Conceptualizing translation in Poland in 2018

2021 ◽  
Vol 1 (2) ◽  
pp. 87-114
Author(s):  
Anna Kuźnik
Keyword(s):  
Native Speakers ◽  
Theoretical Background ◽  
The Other ◽  
Main Hypothesis ◽  
Additional Hypothesis ◽  
Item Questionnaire ◽  
Other Hand ◽  
Wide Range ◽  
The One ◽  
Methodological Strategy

This paper aims to provide an account of our survey on the semiotic nature of the concept of translation among young Polish native speakers. The methodological strategy adopted is a con­structive replication of Sandra Halverson’s survey conducted in Norway in 1997. We claim, in our main hypothesis (stemming from a theoretical background of prototype semantics, which we used for measuring our object), that the concept of translation is not uniform and includes different semiotic types of translation, some of which are perceived as central (prototypical), and others as peripheral. According to our additional hypothesis, young Polish native speakers have a broad notion of translation (encompassing a wide range of intralingual and intersemiotic translations), even broader than their Norwegian counterparts, more than twenty years ago. Our data has been collected in 2018 using a seven-item questionnaire (seven different text pairs) with a seven-value scale from 103 subjects. While the main hypothesis has been confirmed, the additional hypothesis was rejected, with Polish respondents conceiving the concept of translation more narrowly. The methodological format of a replication produced an ambivalent effect: on the one hand, it yielded positive incentive, and on the other hand, it became our principal hindrance.

Male vs. Female Mindsets on the Principles of Postmethod Pedagogy: A Case of Iranian EFL Teachers

2020 ◽  
Vol 23 (2) ◽  
pp. 5-23
Author(s):  
Samad Mirza Suzani
Keyword(s):  
Higher Education ◽  
Descriptive Statistics ◽  
The Other ◽  
Teacher Role ◽  
Male And Female ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Significant Difference ◽  
Efl Teachers ◽  
Convenience Sampling

This study aimed to investigate Iranian male and female EFL teachers’ mindsets on the post-method pedagogy and to discover if there was any statistically significant difference between their mindsets on the principles of post-method pedagogy. To this end, 118 Iranian EFL teachers (72 male and 46 female teachers) from four higher education establishments in Shiraz and Ahvaz were selected through convenience sampling. A 22-item questionnaire based on the 5-odd parameters of post-method pedagogy (i.e., particularity, practicality, possibility, teacher role, and learner role) was administered, and the descriptive statistics and the independent sample t-test were utilized to analyze the data. Findings revealed that despite both groups’ holding positive mindsets on the post-method pedagogy, a significant difference existed between their mindsets on the post-method pedagogy in general as well as the principles of practicality and learner role so that the female teachers had significantly more positive mindsets than the male teachers. However, the male and female teachers’ mindsets were not significantly different in terms of particularity, possibility, and teacher role as the other principles of post-method pedagogy.

scholarly journals Do Task Complexity Demands Influence the Learners’ Perception of Task Difficulty?

2017 ◽  
Vol 6 (6) ◽  
pp. 71
Author(s):  
Nasrin Sanajou ◽  
Leila Zohali ◽  
Fateme Zabihi
Keyword(s):  
Dual Task ◽  
Task Difficulty ◽  
Task Complexity ◽  
Cognitive Task ◽  
The Other ◽  
Complex Task ◽  
Teaching Materials ◽  
Simple Task ◽  
Single Task ◽  
Efl Learners

This study investigates the effects of cognitive task complexity on EFL learners’ perception of task difficulty. Learners’ perception of task difficulty is measured by a five-item task difficulty questionnaire (as in Robinson, 2001a). The participants were 76 intermediate learners which were divided into two groups. One group performed a simple task (single task) and the other group performed a complex task (dual task). Having performed the tasks, the participants completed the task difficulty questionnaire. In order to see how the participants evaluated task difficulty, their ratings for each question of the questionnaire in the simple and complex tasks was compared using Mann-Whitney U. The results indicate that the complex task significantly affected learners’ perception of task difficulty in three items of difficulty, stress and interest. The results of task difficulty studies can help language educators in designing and employing more effective language teaching materials. 

scholarly journals Beliefs about Learning and Teaching Communicative English in Japan

2001 ◽  
Vol 23 (1) ◽  
pp. 69 ◽  
Keyword(s):  
Teacher Beliefs ◽  
Classroom Practice ◽  
The Other ◽  
Student Beliefs ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Item Questionnaire ◽  
Instructional Styles ◽  
Goals And Objectives ◽  
Beliefs About Learning

This study examines Japanese lUliversity EFL student and teacher beliefs about learning and teaching commlUlicative English in Japan. Over 300 students and 82 college teachers were given a 36-item questionnaire to assess their beliefs about (a) important instructional areas, (b) goals and objectives, (c) instructional styles and methods, (d) teaching materials, and (e) cultural matters. The results indicate that many students preferred traditional styles of ELT pedagogy including a teacher-centered approach (listening to lectures), learning isolated skills (pronunciation), and focusing on accuracy Oapanese translation). On the other hand, the teachers' preferences appeared to have shifted towards more recent pedagogy such as a learner-centered approach, integrated skills, and a focus on fluency. These results suggest that constant assessment of student beliefs is essential to link ELT theories and classroom practice.

scholarly journals The effects of assessment intensity on participant burden, compliance, within-person variance, and within-person relationships in ambulatory assessment

2021 ◽  
Author(s):  
Kilian Hasselhorn ◽  
Charlotte Ottenstein ◽  
Tanja Lischetzke
Keyword(s):  
Data Quality ◽  
Sampling Frequency ◽  
The Other ◽  
Ambulatory Assessment ◽  
Time Varying ◽  
Research Knowledge ◽  
Item Questionnaire ◽  
Perceived Burden

AbstractConsidering the very large number of studies that have applied ambulatory assessment (AA) in the last decade across diverse fields of research, knowledge about the effects that these design choices have on participants’ perceived burden, data quantity (i.e., compliance with the AA protocol), and data quality (e.g., within-person relationships between time-varying variables) is surprisingly restricted. The aim of the current research was to experimentally manipulate aspects of an AA study’s assessment intensity—sampling frequency (Study 1) and questionnaire length (Study 2)—and to investigate their impact on perceived burden, compliance, within-person variability, and within-person relationships between time-varying variables. In Study 1, students (n = 313) received either 3 or 9 questionnaires per day for the first 7 days of the study. In Study 2, students (n = 282) received either a 33- or 82-item questionnaire three times a day for 14 days. Within-person variability and within-person relationships were investigated with respect to momentary pleasant-unpleasant mood and state extraversion. The results of Study 1 showed that a higher sampling frequency increased perceived burden but did not affect the other aspects we investigated. In Study 2, longer questionnaire length did not affect perceived burden or compliance but yielded a smaller degree of within-person variability in momentary mood (but not in state extraversion) and a smaller within-person relationship between state extraversion and mood. Differences between Studies 1 and 2 with respect to the type of manipulation of assessment intensity are discussed.

Metacognitive Questionnaire on Time: Feeling of the Passage of Time

2014 ◽  
Vol 2 (3) ◽  
pp. 339-359 ◽  
Author(s):  
M. Lamotte ◽  
N. Chakroun ◽  
S. Droit-Volet ◽  
M. Izaute
Keyword(s):  
Body Temperature ◽  
The Other ◽  
Subjective Feeling ◽  
Related Factors ◽  
Factors Affecting ◽  
The Third ◽  
Item Questionnaire ◽  
Initial Questionnaire ◽  
Individual Variations ◽  
Gathering Data

The aim of our studies was to design a Metacognitive Questionnaire on Time (MQT) that assesses inter-individual variations in the awareness of factors affecting the experience of the passage of time. In the first study, 532 young adults were asked to reply to an initial questionnaire consisting of 106 questions relating to many different factors (e.g., psychostimulant, body temperature, age, attention) that could affect how time is perceived. Factorial analyses allowed us to extract two discriminant factors, one relating to attention and the other to emotion. The second study sought to validate the final 24-item questionnaire by gathering data from 212 university students. Confirmatory Factorial Analyses (AMOS) showed that the MQT has the same two-factor structure. The third study assessed the construct validity of the MQT by measuring the correlation between the MQT scores and the scores with other questionnaires measuring close or different constructs. In sum, these studies enabled us to develop an easy-to-use questionnaire whereby it is possible to distinguish between individuals according to their subjective feeling of the passage of time. In addition, the participants’ responses on the MQT showed that they were more aware of attention-related factors than of emotion-related factors that might produce time distortions, and that women were more aware of their own temporal distortions than men.

Relation of Inhibition of Curiosity to Homosexuality

1970 ◽  
Vol 27 (3) ◽  
pp. 771-776 ◽  
Author(s):  
Danella Schiffer
Keyword(s):  
The Other ◽  
Item Questionnaire ◽  
Male Homosexuals

To ascertain whether or not inhibition of curiosity is related to overt homosexuality, a 13-item questionnaire designed to measure level of general curiosity was given to 10 male and 10 female homosexuals, and 10 male and 10 female heterosexuals. The female homosexuals demonstrated a significantly lower measured curiosity score than any of the other three groups, but the male homosexuals did not differ from the heterosexuals.

Personality Variables and Interest in Self-Help Books

1987 ◽  
Vol 60 (2) ◽  
pp. 563-566 ◽  
Author(s):  
Zalman Safer ◽  
James Forest
Keyword(s):  
Principal Component Analysis ◽  
Principal Component ◽  
Dependent Measure ◽  
The Other ◽  
Personality Variables ◽  
Eysenck Personality Inventory ◽  
Self Help ◽  
Item Questionnaire ◽  
Two Factors ◽  
Major Factors

122 subjects served in a study which examined whether neuroticism, introversion, and sex predicted interest in reading psychological self-help paperbacks. Subjects completed (a) a pretest questionnaire asking about types of self-help books, (b) the Eysenck Personality Inventory, (c) a chapter from a bestselling self-help book, and (d) an 11-item questionnaire about their interests in self-help books, therapy, and psychological problems. A principal component analysis on 12 questions (dependent measure) gave two major factors, one dealing with self-help books the other with therapy. Scores on these two factors, for each subject, were entered in a regression analysis, using neuroticism, introversion and sex as predictors. Neuroticism was the only significant predictor.

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