Causal Attributions, Strategy Usage and Reading Competence

Year: 1992

Author: Chan, Lorna K.S.

Type of paper: Abstract refereed

This paper reports on a study that examined the relationship among attributional beliefs, self-perception of competence, knowledge and reported use of reading strategies, and performance in reading comprehension in Year 5, 7 and 9 students. Results confirmed that motivational styles and metacognitive abilities were significant factors in mediating learning outcome. Further, a pattern of learned helplessness was observed among the group of poor readers in the study, characterised by low levels of perceived cognitive competence, a tendency of attributing success to luck and failure to lack of ability, and inferior metacognitive abilities. Implications of these findings for instruction are discussed.