Attributional Beliefs During Problem-Solving

  • Thomas GawlickEmail author


Drawing on research on attributional and efficacy beliefs, we sketch the development of a category system to investigate their influence on effort and outcome in “think aloud” problem-solving processes. Anchor examples from our sample suggest an influence of attribution styles (mastery vs. self-worth orientation, learned helplessness).

Identifying predictors of students’ academic success is an ongoing issue of educational research to. The role of beliefs, (e.g. causal attributions of success or failure) is under scrutiny since the 1970s, with interest renewed by cross-national achievement differences in studies like PISA. The recent result that students’ attribution style explains up to 8% of the national variance in PISA mathematics scores (Kozina and Mlekuž, Šolsko Polje 25:101–120, 2014) indicates their predictive relevance. However, there is a lack of studies that directly investigate how attributions influence effort and outcome during task processing.


Problem-solving Attributional beliefs Self-efficacy Self-regulation 


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© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Leibniz Universität HannoverHannoverGermany

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