Author: Reem Mounir Sardouk

Publisher:

Published: 1995

Total Pages: 200

ISBN-13:

Students' academic self concept (ASC), causal attributions (ACA), and teacher's evaluative feedback are three variables that have received wide but separate attention over the years. No research has been found on the relationship between students' ASC, ACA and teacher's evaluative feedback despite its theoretical and practical implications. The current study combined these three variables in an attempt to investigate their relationship. ASC, and ACA scales were administered to fifth grade (ns = 72) and sixth grade (ns = 51) students. Math and Arabic teachers of grade 5 and 6 were observed over a period of a month, during which data on teachers' evaluative feedback was collected. Teachers' feedback was also obtained from a randomly selected sample of students' work, such as corrected tests and homework. A series of correlation coefficients were obtained in order to study the relationship between each two variables at a time. A multiple regression analysis was also carried out to examine the interaction between students' ASC, and Academic Achievement (AA); and ACA and AA respectively. Qualitative analysis was carried out between teachers' evaluative feedback and each of ASC scores and ACA patterns in order to observe whether a relation existed between them. Results were discussed in terms of the relationship between ASC, ACA and AA as well as the interaction between AA and each of ASC and ACA.