Explanatory Styles Among Undergraduate Students in Christian Higher Education. Part 1: A Single-Institution Case Study
In view of the possible relationship between explanatory styles and classroom performance, a study was conducted to determine if a significant correlation exists between explanatory styles and academic achievement among students at a Bible college. The research was designed to ascertain if students...
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
2003
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| In: |
Christian higher education
Year: 2003, Volume: 2, Issue: 2, Pages: 169-185 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | In view of the possible relationship between explanatory styles and classroom performance, a study was conducted to determine if a significant correlation exists between explanatory styles and academic achievement among students at a Bible college. The research was designed to ascertain if students with an optimistic explanatory style perform better academically than students who are less optimistic in dealing with educational challenges. The study was conducted with students at The Criswell College and Graduate School of the Bible, located in Dallas, Texas. One hundred subjects completed the Academic Attributional Style Questionnaire and the Coping with Academic Failures Questionnaire developed by Peterson and Barrett (1987). At the conclusion of the semester, and with the explicit consent of the subjects, the GPAs were obtained for all the participants. A significant association was not found between optimistic explanatory styles and the academic achievement of Bible college students. Several explanations for the finding and its implications are presented. |
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| ISSN: | 1539-4107 |
| Contains: | Enthalten in: Christian higher education
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| Persistent identifiers: | DOI: 10.1080/15363750302202 |