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Social Psychology of Education

, Volume 13, Issue 3, pp 351–365 | Cite as

Relationships of parents’ and child’s general attributional styles to academic performance

  • Mohammad Khodayarifard
  • Thomas M. BrinthauptEmail author
  • Mark H. Anshel
Article

Abstract

This study examined the relationships among student academic performance and child’s and parents’ attributional styles. One hundred seventy-nine students (87 boys and 92 girls) who were enrolled in primary public schools in New South Wales, Australia, and their parents volunteered to participate in the study. Only English-speaking, two-parent families were included. Participants completed age-appropriate attributional style questionnaires. Academic performance was obtained from student records of course grades. The results indicated that both mothers’ and fathers’ attributions for their own positive and negative life events were related to their children’s attributions for their academic performance. We present implications of these results for research on attributions and academic performance.

Keywords

Attribution theory Achievement motivation Parenting 

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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  • Mohammad Khodayarifard
    • 1
  • Thomas M. Brinthaupt
    • 2
    Email author
  • Mark H. Anshel
    • 3
  1. 1.University of TehranTehranIran
  2. 2.Department of PsychologyMiddle Tennessee State UniversityMurfreesboroUSA
  3. 3.Department of Health and Human PerformanceMiddle Tennessee State UniversityMurfreesboroUSA

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