Advertisement

Attributional Beliefs During Problem-Solving

  • Thomas GawlickEmail author
Chapter

Abstract

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.

Keywords

Problem-solving Attributional beliefs Self-efficacy Self-regulation 

References

  1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  2. Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness. Journal of Personality and Social Psychology, 36, 451–462.CrossRefGoogle Scholar
  3. Dörner, D. (1976). Problemlösen als Informationsverarbeitung. Stuttgart: Kohlhammer.Google Scholar
  4. Galloway, D., Leo, D. L., Rogers, C. G., & Armstrong, D. (1996). Maladaptive motivational style. British Journal of Educational Psychology, 66, 197–209.CrossRefGoogle Scholar
  5. Gawlick, T., & Lucyga, E. (2015). Analyse von Problemlöseprozessen mit Hilfe von Lösungsgraphen und verfeinerten Pólya-Phasen. In A. Kuzle & B. Rott (Eds.), Problemlösen – gestalten und beforschen. Münster: WTM.Google Scholar
  6. Gawlick, T., & Lucyga, E. (2016). Towards a developmental stage theory of problem solving expertise. In T. Fritzlar, D. Assmus, K. Bräuning, A. Kuzle, & B. Rott (Eds.), Problem solving in mathematics education. Münster: WTM.Google Scholar
  7. Georgiou, S. N. (1999). Achievement attributions of sixth grade children and their parents. Educational Psychology, 19(4), 399–412.CrossRefGoogle Scholar
  8. Griffin, T. D., & Ohlsson, S. (2001). Beliefs versus knowledge: A necessary distinction for explaining, predicting, and assessing conceptual change. In Proceedings of the 23rd annual conference of the Cognitive Science Society. Hillsdale: Earlbaum.Google Scholar
  9. Grigutsch, S., Raatz, U., & Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematik-Didaktik, 19(1), 3–45.CrossRefGoogle Scholar
  10. Kloosterman, P. (1996). Students’ beliefs about knowing and learning mathematics: Implications for motivation. In M. Carr (Ed.), Motivation in mathematics (pp. 131–156) Cresskill:Hampton PressGoogle Scholar
  11. Kloosterman, P. (2002). Beliefs about mathematics and mathematics learning in the secondary school: Measurement and implications for motivation. In Beliefs: A hidden variable in mathematics education? (pp. 247–269). Springer, Dordrecht.Google Scholar
  12. Kloosterman, P., & Gorman, J. (1990). Building motivation in the elementary mathematics classroom. School Science and Mathematics, 90, 375–382.CrossRefGoogle Scholar
  13. Kloosterman, P., & Stage, F. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109–115.CrossRefGoogle Scholar
  14. Kozina, A., & Mlekuž, A. (2014). The predictive power of attribution styles for PISA 2012 achievement: International and national perspective. Šolsko Polje, 25(5–6), 101–120.Google Scholar
  15. Mayring, P. (2000). Qualitative content analysis. https://tinyurl.com/jylx5nu
  16. Pehkonen, E. (2004). State-of-the-Art in Problem Solving: Focus on Open Problems. In H. Rehlich & B. Zimmermann (Eds.), ProMath 2003. Problem Solving in Mathematics Education (pp. 55–65). Hildesheim: Franzbecker.Google Scholar
  17. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education. Boston: Pearson.Google Scholar
  18. Relich, J. (1984). Learned helplessness in arithmetic: An attributional approach to increased self-efficacy and division skills. In Proceedings of PME 8 (pp. 487–503). Sydney: Authors.Google Scholar
  19. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school. Journal of Educational Psychology, 88, 408–422.CrossRefGoogle Scholar
  20. Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando: Academic Press.Google Scholar
  21. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. A. Grouws (Ed.), Handbook for research on mathematics teaching and learning (pp. 334–370). New York: Macmillan.Google Scholar
  22. Schunk, D., & Zimmerman, B. (2006). Competence and control beliefs. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 349–367). Hillsdale: Earlbaum.Google Scholar
  23. Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development: Influence of task strategies and attributions. Journal of Educational Research, 79(4), 238–244.CrossRefGoogle Scholar
  24. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573.CrossRefGoogle Scholar
  25. Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In J. E. Davidson & R. Sternberg (Eds.), The psychology of problem solving (pp. 233–262). Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Leibniz Universität HannoverHannoverGermany

Personalised recommendations