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عنوان
An attributional approach to computer programming achievement of undergraduate business computing students in a university computer science department

پدید آورنده
Hawi, Nazir Salim

موضوع
Academic achievement Motivation Attribution theory Undergraduate level

رده

کتابخانه
Center and Library of Islamic Studies in European Languages

محل استقرار
استان: Qom ـ شهر: Qom

Center and Library of Islamic Studies in European Languages

تماس با کتابخانه : 32910706-025

NATIONAL BIBLIOGRAPHY NUMBER

Number
TLets520139

TITLE AND STATEMENT OF RESPONSIBILITY

Title Proper
An attributional approach to computer programming achievement of undergraduate business computing students in a university computer science department
General Material Designation
[Thesis]
First Statement of Responsibility
Hawi, Nazir Salim
Subsequent Statement of Responsibility
Busher, Hugh

.PUBLICATION, DISTRIBUTION, ETC

Name of Publisher, Distributor, etc.
University of Leicester
Date of Publication, Distribution, etc.
2008

DISSERTATION (THESIS) NOTE

Dissertation or thesis details and type of degree
EdD
Text preceding or following the note
2008

SUMMARY OR ABSTRACT

Text of Note
Despite the existence of nineteen universities in Lebanon, student motivation and achievement have not received attention in relation to attribution theory by Lebanese researchers. In the present study, attribution theory is used as a conceptual framework for investigating the motivation of undergraduate business computing students at a Mediterranean university based on their academic achievement in an introductory computer programming course. While numerous studies have used attribution theory as a framework to study student motivation based on hypothetical scenarios or laboratory tasks, this study investigated forty-five male and female business computing students who completed a computer programming course that lasted for a thirteen-week semester. Instead of focusing on either success or failure, the study explored five strata of achievement outcomes. Semi-structured interviews were conducted to obtain students' perceptions. The participants made 11 causal attributions for their achievement outcomes. Only two of those 11 causes appeared in the original attribution theory model (Weiner et al. 1971, p.96), but they were amongst those least cited in this study. This study also shows that of the 11 causes, 'lack of study' and 'appropriate learning strategy' were the leading ones. The latter was cited by all high achievers. While there was total agreement on some of the underlying causal properties of some causal attributions, other causal attributions were perceived differently in the causal space. In addition, there was strong evidence that globality is a fourth dimension in this achievement context. Furthermore, the two dimensions of the Expectancy-Value motivation model (Amone 2005, p.4) do not seem to relate to attribution theory dimensions in this study, especially for low achievers. Finally, it was possible to identify some attribution styles that lead to either success or failure, thus supporting the predictive power of attribution theory.

TOPICAL NAME USED AS SUBJECT

Academic achievement Motivation Attribution theory Undergraduate level

PERSONAL NAME - PRIMARY RESPONSIBILITY

Hawi, Nazir Salim

PERSONAL NAME - SECONDARY RESPONSIBILITY

Busher, Hugh

CORPORATE BODY NAME - SECONDARY RESPONSIBILITY

University of Leicester

ELECTRONIC LOCATION AND ACCESS

Electronic name
 مطالعه متن کتاب 

p

[Thesis]
276903

a
Y

Proposal/Bug Report

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