Durojaiye, Michael O.2024-02-082024-02-081994CERIS - 280/204/UWI(2):05CERIS - SERIALS: CARIB. CURR.https://hdl.handle.net/2139/56513Biennial Cross-Campus Conference on Education, 2nd, St. Augustine, Trinidad, 22-24 April, 1992Eighteen 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.en-USsecondary school pupilsattributionsOther