Secondary school pupils' attributions for self-development

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dc.contributor.authorDurojaiye, Michael O.
dc.date.accessioned2024-02-08T20:31:40Z
dc.date.available2024-02-08T20:31:40Z
dc.date.issued1994
dc.descriptionBiennial Cross-Campus Conference on Education, 2nd, St. Augustine, Trinidad, 22-24 April, 1992
dc.description.abstractEighteen 14-year-old secondary school boys and girls from four different types of schools within Trinidad and Tobago’s stratified secondary school system responded to open-ended questions concerning their attributions for future development. Informal interviews were also held with principals and vice-principals of the participating schools in order to obtain information on the curricular and co-curricular activities of the schools. The assumption was that adolescents from the different schools in the study would have been exposed to different kinds of opportunities, knowledge, and skills over a period of three years. It was further assumed that the differences in their experience might be reflected in the kinds of casual attributions to future self-development they make. Results show that students from 7-year schools and from single-sex schools identified ability, effort, and strategy as attributions for attaining self-development more often than did subjects from other schools. Attributional responses for the students from 7-year schools and from single-sex schools provided curricular and co-curricular activities that encouraged students to make efficient casual attributions for self-development.
dc.description.sponsorshipThe University of the West Indies, Faculty of Education
dc.identifier.otherCERIS - 280/204/UWI(2):05
dc.identifier.otherCERIS - SERIALS: CARIB. CURR.
dc.identifier.urihttps://hdl.handle.net/2139/56513
dc.language.isoen_US
dc.relation.ispartofseriesCaribbean Curriculum Vol. 4; No. 2
dc.subjectsecondary school pupils
dc.subjectattributions
dc.titleSecondary school pupils' attributions for self-development
dc.typeOther

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