期刊名称：ŽIVOT I ŠKOLA, časopis za teoriju i praksu odgoja i obrazovanja
印刷版ISSN：0044-4855
出版年度：2011
卷号：LVIII
期号：26
页码：39-48
出版社：Faculty of philosophy Osijek, Faculty of education in Osijek 31 000 Osijek, L. Jagera 9
摘要：One of the affective factors that influence learning process are attributions, which are the perceived reasons of one's success or failure in the educational context. These reasons can be facilitating or debilitating in the learning process, depending on the dimensions of internality, stability and controllability. The most frequently explored attributions are ability, effort, task difficulty and luck. The research conducted with the students of a vocational school, aiming at finding out to what they attribute their success and failure in EFL (English as a foreign language) gave insight in students' interpretation of their learning outcomes. The results suggest that task ease is perceived as the most influential cause of one's success, whereas lack of effort is held responsible for their failure. Such approach to effort is considered to have a rather positive effect on their future learning behaviour. It would be better if they would take responsibility for their successful outcomes as well, which might increase their motivation. Since these attributions were linked to a single written exam, they must not be confused with students' attributional style and therefore further research is recommended.
