Leveraging Attribution Theory to Inform the Repair and Remedy of Teachers’ Attributions of Mathematical Excellence (Poster 4)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Exploring Contextual, Climate, and Social Supports for Motivational Processes

Abstract

Using conceptual analysis, we align the different types of attributions of mathematical excellence (AME, Jacobson, et al., 2022) with the dimensions of causality from attribution theory (Weiner, 2010) to establish theoretical coherence between two theories that explain teachers’ beliefs about the cause of a student's success or failure. By placing different types of AME onto the dimensions of causality, we could leverage attribution theory to make predictions about teachers' motivational outcomes that correspond to different types of AME. We report on some concerning predictions about how AME may shape teachers’ emotions.

Authors

• Elizabeth Anne Roan, Indiana University

• Erik D. Jacobson, Indiana University