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The study surveyed 1826 students from three Punjab districts. Findings indicated that both male and female students more strongly endorsed internal attributions for success and failure than external attributions. Parents and teachers were viewed as key causes of success, while effort was the most important cause for success and failure across English and Mathematics. Mean differences were significant for nearly all attribution items.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/causal-attribution-beliefs-of-success-and-failure-a-perspective-from-pakistan/595849/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/causal-attribution-beliefs-of-success-and-failure-a-perspective-from-pakistan/595849.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instrument was used to measure causal attribution beliefs in the study?","Question",{"text":112,"@type":113},"A self-reporting causal attributions beliefs scale was used to measure eight causal beliefs about success and failure.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the research and from where were they selected?",{"text":117,"@type":113},"The study included 1826 secondary school students from three districts in Punjab, with male and female participants from selected public sector secondary schools.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors did students consider most important for success and failure in school subjects?",{"text":121,"@type":113},"Effort was considered the most important cause of both success and failure in English and Mathematics, while influence from parents and teachers was also considered a cause of success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595849,1792192490,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Causal Attribution Beliefs of Success and Failure: A Perspective from Pakistan  \nMuhammad Faisal Farid * and Mumtaz Akhter**  \nAbstract  \nPakistani students at secondary school level were asked to respond to a self-reporting causal attributions beliefs scale. The scale measured eight causal beliefs about success and failure. Participants of the study included 1826 students from three districts in Punjab. Results showed that both male and female students endorsed internal attributions as possible reasons of their success as well as failure than external attributes. Influence of parents and teachers was considered as cause of success. Effort was considered as the most important cause of success as well as failure in school subjects such as English and Mathematics. The mean difference found was significant in almost all attributions of success and failure.  \nKeywords: Attributions, beliefs, internal, external, effort, Punjab, Pakistan  \n* Assistant Professor, University of Education, Faisalabad Campus, Pakistan. [Email:muhammadfaisalfarid@gmail.com](Email:muhammadfaisalfarid@gmail.com)  \n**Professor, Institute of Education and Research, University of the Punjab, Lahore, Pakistan  \nIntroduction  \nThe world of today is a competitive world where possible outcomes are triumph and failure. Our reaction to either situation depends upon the way we interpret the causes of our success or failure. It is not necessary that we react to our failures and successes in exactly the same manner. It depends upon the situation and the outcome. We attribute the outcomes ofour and others behavior to numerous reasons like ability, effort, difficulty of the task, and luck etc (Leferancois, 2000). These motives can be categorized along three-dimensional framework of locus of control, stability of the cause and controllability (Weiner, 1985) . These dimensions are the cornerstones of Weiner’s theory of motivation. According to Weiner (1985), locus is either internal or external. Sometimes causes of an event are internalized, especially when outcome is positivelike ability and effort i.e. factors within the person. On the other hand, when outcome is not favourable, people look for reasons in environment like luck or difficulty of the task etc to explain their failures by sustaining their self-esteem. Locus dimension is associated with feelings related to self-concept. The stability dimension is important and related to expectations of future achievements. Students believe that causal factors that contribute to their success and failure may be stable for over a long period of time (ability or aptitude) or unstable (mood or luck) . The third dimension, controllability identifies the extent of a cause that whether it is controllable (hard work or effort) or uncontrollable (luck or intelligence) .  \nTo study causal attributions, three major methodological approaches are found in literature (Vispoel & Austin, 1995) . According to Vispoel & Austin (1995), in situational study, participants are asked to study a detailed scenario about a hypothetical situation. Attributions are drawn from it and students respond to a series of attributions related to that particular scenario. Similarly, in a dispositional study, students receive several brief and vague descriptions of hypothetical achievement situations. These both types are experimenter-defined situations and lack the real-life situations and events. To overcome these short comings, Vispoel and Austin (1995) performed a critical incident method. In this method, they asked students to recall performance on one or more real-life tasks and attribute their success and failure in four subjects i.e. English, Mathematics, General Music and Physical Education. Ho, Salili, Biggs, and Hau (1999) studied attributions of Chinese students studying in Hong Kong. The results of their study showed that students attributed the causes of their success and failure to internal causes.  \nAttribution theory emerged in early years of t","cbCaijy7c9jSJTNZ","https://ap.wps.com/l/cbCaijy7c9jSJTNZ","pdf",113272,11,"English","# Abstract\n# Introduction\n## Locus of control, stability, and controllability in attribution theory\n## Methodological approaches to studying causal attributions\n# Research Methodology\n## Sample","[{\"question\":\"What instrument was used to measure causal attribution beliefs in the study?\",\"answer\":\"A self-reporting causal attributions beliefs scale was used to measure eight causal beliefs about success and failure.\"},{\"question\":\"Who participated in the research and from where were they selected?\",\"answer\":\"The study included 1826 secondary school students from three districts in Punjab, with male and female participants from selected public sector secondary schools.\"},{\"question\":\"Which factors did students consider most important for success and failure in school subjects?\",\"answer\":\"Effort was considered the most important cause of both success and failure in English and Mathematics, while influence from parents and teachers was also considered a cause of success.\"}]","Causal Attribution Beliefs of Success and Failure - A Perspective from Pakistan | PDF",1792081979,28]