Relationship of Cognitive Attributional Style and Academic Performance Among a Predominantly Hispanic College Student Population

Author(s): Jack E. Rowe, Lisa K. Lockhart

DOI: https://doi.org/10.65030/idr.03011

Abstract: The purpose of the present study was to investigate whether attributional style would predict grades of predominantly Hispanic college students. The Extended Attributional Style Questionnaire (EASQ) was administered to 179 undergraduate college students enrolled at a predominantly Hispanic university in South Texas. The EASQ subscales Generality, Consequences, and Self were significantly negatively correlated with final course grade. However, the Internal subscale was not significantly correlated with grades. These results characterize students who achieve lower academic performance as having a more negative attributional style.

Keywords: Attributional style; Academic performance; College students; Individual differences; Hispanic students; Achievement motivation; Attribution theory

Pages: 136-139

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