Atribuições Causais do (In)sucesso Académico no Ensino Superior: Padrões Diferenciais de Professores e Estudantes

Authors

  • Marco Maia Ferreira Instituto Superior de Educação e Ciências de Lisboa
  • Maria da Graça Amaro Bidarra Universidade de Coimbra
  • Nicolau Vasconcelos Raposo Universidade de Coimbra

DOI:

https://doi.org/10.14195/1647-8614_45-2_7

Keywords:

Higher education, Academic achievement, Causal attributions

Abstract

In the present paper we try to test the existence of an egodefensive pattern in students and teachers attributional processes about the academic achievement on higher education. 558 students and 202 portuguese teachers of different institutions responded to a questionnaire prepared for this purpose: Questionário de Atribuições Causais do Rendimento Académico (QACRA). The results show that there are different patterns of attributions although the egodefensive effect is only present in the answers of teachers, which may be interpreted in the ligth of teachers’ social representations and professional identity

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Published

2011-12-01

How to Cite

Ferreira, M. M., Bidarra, M. da G. A., & Raposo, N. V. (2011). Atribuições Causais do (In)sucesso Académico no Ensino Superior: Padrões Diferenciais de Professores e Estudantes. Revista Portuguesa De Pedagogia, (45-2), p. 149-158. https://doi.org/10.14195/1647-8614_45-2_7

Issue

Nº 45-2 (2011)

Section

Articles

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in Antropologia Portuguesa journal.