Assessments tools and intervening in causal attributions
A scoping review
DOI:
https://doi.org/10.15448/1980-8623.2021.4.34706Keywords:
motivation for learning, psychological intervention, psychological assessment, basic educationAbstract
This study presents a scoping review of papers that investigated the intrapersonal causal attributions in primary education. The 46 papers analyzed dated from 1973 to 2020. As a result, we accounted for 34 assessment tools to evaluate the construct for general and specific situations at school. The papers indicated the psychometric properties for most of these tests. Besides de and the ability, effort, difficulty of the task, and luck, the findings also indicated other attributional causes. The instruments were used in studies of cross-sectional and longitudinal design involving samples from four continents. The studies
indicated the associations between causal attributions with intra-individual and contextual variables. Attributional retraining programs focused on effort and capacity through direct instruction and modeling applied by teachers. These findings may guide the development of new research on the topic and support the assessment and interventional practices in motivation for learning.
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