Cultural Psychology

Cultural Psychology

Providing a model of teachers' and administrators' attribution

Document Type : Original Article

Authors
Morteza Omidian 1
Saeed Banaeezadeh 2
Akram GHasemi 3
1 Associate Professor, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 Ph.D. Student, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
3 Master’s Degree in Educational Psychology, Ahvaz, Iran.
10.30487/jcp.2023.361847.1480
Abstract
The present study investigated the views and practical experience of the teachers and administrators of these areas by systematic Grounded Theory. Axial codes showed that documents of success and failure in disadvantaged areas and outcomes followed two different patterns. The central phenomenon in the success were change and improvement in students and parents, and for failure, gaining points and transferring from deprived areas. Causal factors for the success were belief in the role of planning, the use of frustrating experiences, the necessity of communication with parents and the belief in finding a way for financial and educational participation of parents, desire for the success of students, love for teachers and for the failure of obtaining points for transferring from deprived, low intelligence of the students and the lack of cooperation of the families. The underlying factors for success were paying attention to the role of parents, the cooperation of departments, districts, and families, and failure, directives, and administrative hierarchy, coercion of inspectors and educational leaders, and non-cooperation of parents. The intervening factors for success were the school atmosphere based on cooperation, love, and synergy of managers and teachers, and for failure, the competition for the exemplary teacher and the performance of apparent duties, claim, and factionalism. The strategies used for successful teachers were creativity in compiling pamphlets, in teaching, paying attention to the role of the family, and for failure, flattery, obedience, and teaching and outward work centered on books and ignoring the family.
Keywords
attribution
failure
success
Grounded Theory & disadvantaged area
اشتراوس، آ. و کوربین، ج. (1996). اصول روش تحقیق: نظریۀ مبنایی، رویه‏ها و شیوه‏ها. ترجمۀ ب. محمدی.(1390)  تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی.
امیری، م. (1394). تحلیلی دوسطحی از تـأثیر وضعیت اقتصادی‏ـ‏اجتماعی خانواده و درجۀ توسعه‌یافتگی استان محل زندگی بر بازماندگی تحصیلی فرزندان در ایران. فصلنامۀ علمی‏ـ‏پژوهشی تعلیم و تربیت. (3) 31 :۵۵-۳۳.
جعفری م.، کیامنش علیرضع.، کریمی، ع.(1397). روند تغییرات و تأثیر عوامل نگرش، علاقه و خود پپندارۀ ریاضی دانش‎آموزان پایۀ هشتم بر عملکرد ریاضی بر مبنای مطالعات تیمز (از سال ۲۰۰۳ تا ۲۰۱۵). تعلیم و تربیت، ۳۴ (۴) :۶۴-35.
فولادی، ع.، تاجیک اسماعیلی، ع. کسایی اصفهانی، ع.، کار، ز. (1399). جایگاه راهنمایی در اسناد تحولی: یک مطالعۀ کیفی. دوفصلنامۀ علمی روانشناسی فرهنگی، (2)4، ص133-112.
قائم‏پناه، ز.، شمسایی، م. م.، براتیان، ر.(1401). مفاهیم مشترک در مهارت‌های معنوی: یک مطالعۀ مروری. دوفصلنامۀ علمی روانشناسی فرهنگی، (1)6، ص45-24.
وجدانی همت، م.، سلیمی بجستانی، ح. کلانتر هرمزی، آ.، فرح بخش، ک. (1400). تدوین الگوی جامع هدایت تحصیلی دانش‌آموزان مبتنی بر رویکرد رشدی. دوفصلنامۀ علمی روانشناسی فرهنگی، (1)5، ص361-328.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Upper Saddle River, NJ: Pearson.
Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual review of psychology, 51(1), 171-200.
De Bruyckere, P., & Simons, M. (2016). Scarcity at school. European Educational Research Journal, 15(2), 260-267.
Fennema, E., Peterson, P., Carpenter, T., & Lubinski, C. (1990). Teachers' attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21, 55-69.
Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3(1), 5-39.
Jager, L., & Denessen, E. (2015). Within-teacher variation of causal attributions of low achieving students. Social Psychology of Education, 18(3), 517-530.
Malle, B. F. (2004). How the mind explains behavior: Folk explanations, meaning, and social interaction. Cambridge, MA: MIT Press.
Mavilidi, M. F., Marsh, H. W., Xu, K. M., Parker, P. D., Jansen, P. W., & Paas, F. (2022). Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study. Journal of Educational Psychology, 114(2), 308.‏
Metaxas, M. J. (2021). Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?. Psychiatry International, 2(1), 85-107.‏
Mullainathan, S. and Shafir,  E. (2013) Scarcity: Why Having Too Little Means So Much. New York: Macmillan.
Park, Y. S., & Kim, U. (1998). Locus of control, attributional style, and academic achievement: Comparative analysis of Korean‐Chinese, and Chinese students. Asian Journal of Social Psychology, 1(2), 191-208.‏
Park, J. L., Johnston, C., Colalillo, S., & Williamson, D. (2016). Parents' Attributions for Negative and Positive Child Behavior in Relation to Parenting and Child Problems. J Clin Child Adolesc Psychol, 47(1), 63-75. doi:10.1080/15374416.2016.1144191
Van Oudenhoven, J. P., & Siero, F. (1985). Evaluative feedback as a determinant of the pygmalion effect. Psychological Reports, 57(3), 755-761. https://doi.org/10.2466/pr0.1985.57.3.755
Santrock, J. W. (2001). Educational Psychology. New York: Mc.‏
Santrock, J. W. (2018). Educational Psychology. New York City. NY: McGraw Hill.
Wang, H. and Hall, N.C. (2018) A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences. Frontiers Psychology. 9:2305. doi: 10.3389/fpsyg.2018.02305
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.
Inter, L. K., & Butzon, J. (2009). Attribution theory and school reform. European Journal of Education Policy, 2.
Wissink, I. B., & De Haan, M. (2013). Teachers' and Parental Attribution for School Performance of Ethnic Majority and Minority Children. International Journal of Higher Education, 2(4), 65-76.
Cultural Psychology
Volume 8, Issue 2
June 2025
Pages 239-257

  • Receive Date 12 September 2022
  • Revise Date 09 January 2023
  • Accept Date 01 February 2023