High school students’ academic causal attributions in the cultural-political context of the Arab school system in Israel

Avi Kaplan, Yasmin Yahia

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

While motivation is commonly interpreted as an individual student’s characteristic, motivational perceptions and beliefs, such as causal attributions of success and failure, are embedded in cultural meanings and contextual practices. The current study aimed to investigate causal attributions among Arab high school students in Israel and to interpret them in the light of their cultural-political context. Two hundred and five 11th-grade Arab students from three different geographic regions in Israel responded to open-ended and closed survey questions about events of success and failure in school. The analysis indicated that students overwhelmingly considered exams when thinking about events of success and failure, reflecting the normative teacher-centred pedagogical practices in schools. The analysis also manifested patterns of a self-serving bias. These findings are interpreted in the light of the cultural-political characteristics of the Arab school system in Israel.

Original languageEnglish
Pages (from-to)60-74
Number of pages15
JournalIntercultural Education
Volume28
Issue number1
DOIs
StatePublished - 2 Jan 2017
Externally publishedYes

Keywords

  • Arab
  • Attributions
  • Israel
  • high school
  • motivation

ASJC Scopus subject areas

  • Cultural Studies
  • Education

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