Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Handbook of U.S. Latino Psychology

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Cross-Cultural Psychology
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Tuss, P.
Right arrow Articles by Ho, H.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Causal Attributions of Underachieving Fourth-Grade Students in China, Japan, and the United States

Paul Tuss

University of California, Santa Barbara

Jules Zimmer

University of California, Santa Barbara

Hsiuzu Ho

University of California, Santa Barbara

Discrepancy between predicted and actual achievement scores was standardized within China, Japan, and the United States; 85 of 738 fourth-grade students were identified as underachievers. An equal-sized group of students achieving in the expected range was created with a matching procedure. All subjects responded to open-ended questions addressing their beliefs about the reasons for successful and unsuccessful mathematics performance. The students' responses were categorized and analyzed according to Weiner's attributional theory of achievement motivation. Asian students perceived controllable causes, particularly effort, to play a greater role in performance outcomes than did their American peers. Implications are discussed regarding the role causal beliefs and cultural factors may play in the underachievement phenomenon.

Journal of Cross-Cultural Psychology, Vol. 26, No. 4, 408-425 (1995)
DOI: 10.1177/0022022195264006
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 EDUCATIONAL RESEARCHERHome page
J. Wang and E. Lin
Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform
Educational Researcher, June 1, 2005; 34(5): 3 - 13.
[Abstract] [PDF]

Home page
 Update: Appliations of Research in Music EducationHome page
R. M. Legette
Pre-Service Teachers' Beliefs about the Causes of Success and Failure in Music
Update: Appliations of Research in Music Education, May 1, 2002; 21(1): 22 - 28.
[PDF]

Home page
 Journal of Cross-Cultural PsychologyHome page
A. T. Church and W. J. Lonner
The Cross-Cultural Perspective in the Study of Personality: Rationale and Current Research
Journal of Cross-Cultural Psychology, January 1, 1998; 29(1): 32 - 62.
[Abstract]