[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594398-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594398-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","attributions-for-success-exploring-the-potential-impact-on-music-learning-in-high-school-abstract-article","Attributions for success - exploring the potential impact on music learning in high school - Abstract - Article","","Students’ attributional beliefs about success and failure shape how much effort they invest, which then influences achievement. This paper examines high school students’ beliefs about why they succeed or struggle in school subjects and activities, using data (N=282) from Year 9 and 10 students across three metropolitan Adelaide high schools. Findings indicate that “enjoyment” is viewed as a key reason for successful outcomes, with implications for both general teaching and high school music education practices.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/attributions-for-success-exploring-the-potential-impact-on-music-learning-in-high-school-abstract-article/594398/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/attributions-for-success-exploring-the-potential-impact-on-music-learning-in-high-school-abstract-article/594398.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How do attributional beliefs influence student achievement?","Question",{"text":62,"@type":63},"Attributional beliefs assign causes for success and failure (ability, effort, task difficulty, luck). These beliefs affect students’ willingness to invest effort, which in turn shapes likely achievement outcomes.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What is the link between self-efficacy and performance?",{"text":67,"@type":63},"Self-efficacy concerns students’ beliefs about their ability to perform tasks successfully. Research cited in the paper links self-efficacy to actual performance and predicts effort, persistence, and achievement outcomes.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the study identify as important in students’ reasons for success?",{"text":71,"@type":63},"The collected data shows that the facet of “enjoyment” is perceived as an important element among reasons given for achieving success.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594398,1792171963,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Attributions for success: exploring the potential impact on music learning in high school  \nJennifer C. Rosevear  \nThe University of Adelaide  \nAbstract  \nStudents’ beliefs about why they may or may not be successful in various pursuits can influence the extent to which they are likely to invest effort in these pursuits and which in turn affects the level of achievement likely to be experienced. Attributional beliefs assign causes for success and failure to a range of factors, including ability, effort, task difficulty and luck (Weiner, 1986). This paper reports on high school students’ beliefs about the reasons for their success or otherwise in school subjects and other activities, using data collected as part of a larger study using a researcher-designed Survey of Musical Experiences and Self-Concept. The participants (N=282) were a mixture of Year 9 and 10 students from three high schools in metropolitan Adelaide. The data collected reveals that the facet of‘enjoyment’ was perceived as being an important element among the reasons given for achieving success. There are implications for teaching in general, as well as specific applications to high school music education practices. Keywords: students’ beliefs, self-perceptions, self-efficacy theory, attribution theory.  \nAustralian Journal of Music Education 2010:1, 17-24  \nIntroduction: Attribution theory and self-efficacy  \nThe aim of this paper is to highlight the importance of students’ self-perceptions and beliefs about their abilities in affecting their educational outcomes and achievements.  \nThere are close links between attribution theory (Weiner, 1986) which assigns causes for success and failure, and self-efficacy theory (Bandura, 1986) which is concerned with beliefs and expectations about one’s competency on specific tasks. In Weiner’s (1986) model of attribution theory the causes for success and failure are identified as ability, effort, task difficulty and luck. As students mature, they tend to place more emphasis on ability attributions and  \nless emphasis on effort attributions (Austin &  \nVispoel, 1998). This is particularly evident in early adolescence, which is around the transition time from primary to high school. Therefore, if effort attributions are encouraged, rather than ability attributions, students are more likely to persist in their learning.  \nSelf-efficacy is concerned with the aspect of ability and refers to one’s belief in one’s ability to carry out a task successfully. According to Bandura (1997),“efficacy beliefs affect thought processes, the level and persistency of motivation, and affective states, all of which are important contributors to the types of performances that are realized”(p. 39). There is a strong connection between self-efficacy and actual performance (McCormick & McPherson, 2003), and self-efficacy beliefs play a causal role in students’ achievement and are predictive of students’ effort and  \npersistence (Zimmerman, 2000) . Bandura (1997) asserts that “perceived self-efficacy contributes to performance accomplishments over and above the effects of skill development”(p.102), thus highlighting the importance of self-efficacy beliefs within the learning process. In reviewing research into self-efficacy, Zimmerman (2000) concludes that:  \nwhen studied as a mediating variable in training studies, self-efficacy has proven to be responsive to improvements in students’ methods of learning (especially those involving greater self-regulation) and predictive of achievement outcomes. This empirical evidence of its role as a potent mediator of students’ learning and motivation confirms the historic wisdom of educators that students’self-beliefs about academic capabilities do play an essential role in their motivation to achieve. (p. 89)  \nA comparison of the likely outcomes based on efficacy beliefs as outlined by Bandura (1997) is shown in Table 1. This comparison highlights the potential impact of efficacy beliefs on outcomes, with co","cbCaibDsngnMVAnY","https://ap.wps.com/l/cbCaibDsngnMVAnY","pdf",207688,"English","# Abstract\n# Introduction: Attribution theory and self-efficacy\n## Method\n## Table 1: Comparison of likely outcomes based on efficacy beliefs","[{\"question\":\"How do attributional beliefs influence student achievement?\",\"answer\":\"Attributional beliefs assign causes for success and failure (ability, effort, task difficulty, luck). These beliefs affect students’ willingness to invest effort, which in turn shapes likely achievement outcomes.\"},{\"question\":\"What is the link between self-efficacy and performance?\",\"answer\":\"Self-efficacy concerns students’ beliefs about their ability to perform tasks successfully. Research cited in the paper links self-efficacy to actual performance and predicts effort, persistence, and achievement outcomes.\"},{\"question\":\"What does the study identify as important in students’ reasons for success?\",\"answer\":\"The collected data shows that the facet of “enjoyment” is perceived as an important element among reasons given for achieving success.\"}]","Attributions for success - exploring the potential impact on music learning in high school - Abstract - Article | PDF",1792079086]