A latent profile analysis of teachers’ causal attribution for academic success or failure

• Laurent Brun ^[1] ; Benoît Dompnier ^[2] ; Pascal Pansu ^[1]
  1. [1] Univ. Grenoble Alpes
  2. [2] Lausanne University
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 37, Nº 1, 2022, págs. 185-206
• Idioma: inglés
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• Resumen

  • In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers’ beliefs about the causes underlying their students’ academic performance vary along the causal dimensions of locus of causality, stability, personal controllability, and others’ controllability. Based on this framework, this study aimed at identifying teachers’ attribution profiles based on their perceptions about the causes of their students’ achievements. Two hundred eighty-nine experienced and novice French primary school teachers reported their causal beliefs about a student’s success or failure at a reading test, as well as their emotional and behavioral reactions to their student’s outcome. The data were analyzed using latent profile analyses, which identified five teachers’ attribution profiles that varied on the four causal dimensions. The results showed that profile memberships were greatly determined by the student’s outcome valence: three teachers’ attribution profiles were especially related to failure and two additional profiles to success. Profile memberships were associated with various cognitive, emotional, and behavioral reactions in line with the interpersonal attributional theory of motivation. The powerless profile — high external and uncontrollable attributions — indicated the lowest level of helping behavior. The conscientious profile — high internal and controllable attributions — indicated the highest levels of pride and student’s responsibility. Overall, these results partially support Weiner’s interpersonal attributional theory of motivation using a person-centered approach.