Attribution Theory

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Attribution Theory
LOCUS OF CONTROL
Am I smart or what?
Math is hard.
Man, I got lucky.
I studied a lot.
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UNCONTROLABLE
Students perception of their ability to put
forward effort
Self-regulation
CONTROLABLE
Intelligence is a stable, unchanging entity
Intelligence is a set of malleable skills, that
increases with effort
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Undermining Self-Regulation

• The evaluation of success is typically public and
  is seen by students as pervasive.
• Teachers typically do not know how students are
  feeling about themselves and what they have
  learned.
• Students seldom have much say in goal setting.
• Students seldom have much control over the rate
  at which they learn.

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Increasing Internal LOC

• What can teachers do in relation to rewards and
  grades to increase student belief that they have
  control?
• Be clear about course rules/expectations
• Emphasize criteria used in grading
• Show students how they have or have not met
  criteria
• Anticipate excuses and create opportunities to
  undermine excuses

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Grading Grades will be based on students'
performances on four 40-point, short-answer
examinations. The tests are cumulative in the
sense that each new view of personality
psychology is often compared to views previously
presented. Thus, one cannot simply learn about
Freud for the first test and then forget about
him. Grades will be based on the total points
earned    
Grades can be adjusted upward for students who
demonstrate understanding of the course material
in class projects and discussions.
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In class participation 50 Points Class
Presentation 50 Points Child
Interview/Reaction Paper 50 Points Child
Observation/Reaction Paper 100 Points Article
reviews (3 _at_ 50 pts each) 150 Points
Maximum Quizzes (13 _at_ 20 pts each) 100 Points
Minimum 200 Maximum Final Exam 200
Points Everyone must complete this activity
and include it in their contract. The maximum
number of points allowed in contract is
600. Grading Scale in points A 570 600 A-
552 569 B 528 551 B 504
527 B- 480 503 C 456 479 C 432 455
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Providing ChoiceSyllabus

• Set goal 550-600 A, 500-549 B, 450-499 C
• Assessment Choices and available points
• 400 pts in exams 4 x100 (complete 2-4)
• 300 pts in Major Written 3 x100 (complete 1-3)
• 300 pts in Minor written 6 x 50 ( complete 2-6)
• Total pts attempted cannot exceed 600
• You can include pts for extra credit, give
  quizzes, and provide other opportunities to get
  points

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Providing ChoiceExams

• Allow students to buy out of essays or multiple
  choice.
• N multiple choice questions each worth 2 pts
• 5 essays worth 6 points each
• Must complete 1 essay
• For each of the other essays answered skip 3 MC

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Providing ChoiceQuizzes

• 10 multiple choice questions.
• First 5 1pt each
• Questions 6-9 worth 2 pts each
• Question 10 worth 3 pts
• Students only allowed to answer 5 questions.
• Students learn to study for more difficult
  questions to increase their grades.
• Allow student to substitute 5 quiz grades for 1
  test score

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Providing ChoiceExams

• 40 multiple choice questions.
• First 20 1pt each
• Next 15 questions worth 2 pts each
• Last 5 questions worth 3 pts each
• Students only allowed to answer 25 questions.
  However, you can restrict the number of 1 pt
  questions students can answer (e.g., min 10,
  max15).
• Students learn to study for more difficult
  questions to increase their grades.