Abstract
Attributions for school achievement, achievement motivation, and expectancy of success were examined among 211 Indian and Caucasian community college students enrolled in a remedial reading class. Students were administered the Multidimensional-Multiattributional Causality Scale. Indians attributed their school failure more to lack of effort than did Caucasians. Gender differences did not appear. Attributions of school success correlated positively with achievement motivation for Indians but not for Caucasians. Results suggest the necessity of examining response patterns and not just summated scales when investigating group differences.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
