A comparative study of advanced placement and learning differenced students: Comparing internal attribution and correlation to hopefulness.

Description:

The goal of this research was to determine if there are significant differences in the attribution styles for positive and negative events between students of differing ability and the correlation of these attribution styles to hopefulness. The study examined twelfth grade advanced placement (AP N = 45) students and twelfth grade students with documented learning differences enrolled in college preparatory classes (CP-LD N = 14). Both groups of students came from high socioeconomic backgrounds. The students' internal attributions related to hopefulness were measured with the Hope Scale (Snyder, 1994) which assesses the constructs of agency (will), pathway (way), and produces an overall hopefulness score. Results indicate that AP and CP-LD students had similar measures of internal attribution for positive events, but significantly distinct measures of internal attribution for negative events. However, the AP students show no statistically significant difference from CP-LD students in their measures of agency, pathway, or overall hopefulness.

Creator(s): Hayden, Johanna
Creation Date: May 2009
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 163
Past 30 days: 4
Yesterday: 1
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2009
  • Digitized: October 2, 2009
Description:

The goal of this research was to determine if there are significant differences in the attribution styles for positive and negative events between students of differing ability and the correlation of these attribution styles to hopefulness. The study examined twelfth grade advanced placement (AP N = 45) students and twelfth grade students with documented learning differences enrolled in college preparatory classes (CP-LD N = 14). Both groups of students came from high socioeconomic backgrounds. The students' internal attributions related to hopefulness were measured with the Hope Scale (Snyder, 1994) which assesses the constructs of agency (will), pathway (way), and produces an overall hopefulness score. Results indicate that AP and CP-LD students had similar measures of internal attribution for positive events, but significantly distinct measures of internal attribution for negative events. However, the AP students show no statistically significant difference from CP-LD students in their measures of agency, pathway, or overall hopefulness.

Degree:
Level: Master's
Language(s):
Subject(s):
Keyword(s): thriving | Learning difference | gifted | attribution | hopefulness
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 460904186 |
  • UNTCAT: b3799565 |
  • ARK: ark:/67531/metadc9925
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Hayden, Johanna
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.