Wyuczona bezradność jako zmienna pośrednicząca między stylem atrybucyjnym a osiągnięciami akademickimi
DOI:
https://doi.org/10.12775/PBE.2017.005Słowa kluczowe
styl atrybucyjny, osiągnięcia akademickie, wyuczona bezradność, mediacyjny i moderacyjny modelAbstrakt
Teorie i badania empiryczne wskazują na związek stylu atrybucyjnego z wieloma obszarami życia codziennego, w tym z osiągnięciami w nauce. Styl atrybucyjny jest też konstruktem teoretycznym istotnym w wyjaśnianiu motywacji osiągnięć i wyuczonej bezradności.
Prezentowane badania przeprowadzono na próbie 328 studentów. Ich celem jest ustalenie związku między stylem atrybucyjnym a osiągnięciami w nauce z uwzględnieniem pośredniczącej roli bezradności oraz moderującej roli płci. Do pomiaru stylu atrybucyjnego zastosowano kwestionariusz ASQ (Peterson i in., 1982). Badaniu poddano również lęk oraz poczucie szczęścia użyte jako zmienne kryterialne w ocenie trafności ASQ. Właściwości psychometryczne pozwoliły wyłonić poziom agregacji danych ASQ o zadowalającej rzetelności (α>0,70) i trafności.
Styl atrybucyjny wykazuje słaby (porażki β=0,21; sukcesy β=-0,13), ale istotny związek z osiągnięciami w nauce. Wprowadzenie bezradności jako zmiennej pośredniczącej ujawnia istotny efekt supresji (porażki β=0,28; sukcesy β=-0,21), a dodatkowe uwzględnienie płci jako moderatora znacząco poprawia zdolność predykcyjną modeli (Δ R2 odpowiednio 12,9% i 24,1% wariancji średniej ocen). W każdym modelu regresji efekt bezpośredni stylu atrybucyjnego na średnią ocen wskazuje, że wyższemu optymizmowi w interpretacji zdarzeń towarzyszą niższe oceny.
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