دورية أكاديمية
أعرض في EDS

Success in Writing and Attributions of 16-Year-Old French-Speaking Students in Minority and Majority Environments

التفاصيل البيبلوغرافية
العنوان: Success in Writing and Attributions of 16-Year-Old French-Speaking Students in Minority and Majority Environments
اللغة: English
المؤلفون: Bouchamma, Yamina, Lapointe, Claire
المصدر: Alberta Journal of Educational Research. Sum 2008 54(2):194-209.
الإتاحة: University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Peer Reviewed: Y
Page Count: 16
تاريخ النشر: 2008
نوع الوثيقة: Information Analyses
Journal Articles
Reports - Evaluative
Education Level: Secondary Education
Descriptors: Foreign Countries, French, Language Minorities, Adolescents, Writing (Composition), Writing Achievement, Attribution Theory, Success, Context Effect, Educational Environment, Secondary School Students
مصطلحات جغرافية: Canada
تدمد: 0002-4805
مستخلص: This article examines causal attributions of writing performance made by 16-year-old French-speaking Canadian students (N = 3,874). The students are from the French-speaking majority province (Quebec) and minority provinces in Canada (Manitoba, Ontario, New Brunswick, and Nova Scotia). The data came from the School Achievement Indicators Program (SAIP) Writing Assessment III (Council of Ministers of Education, 2002). A total of 15 variables are related to causal attributions of failure and success in writing. The interaction between these variables and the type of environment (i.e., minority vs. majority French environments) indicated that French-speaking students in a minority environment did not perform as well as those from a majority linguistic environment because they did not study hard enough, the teacher marked too severely, they had bad luck, and the course was not well taught. When they were successful, it was because they studied hard at home and attributed their good marks to working hard enough, the teacher being lenient marking, and having good luck. The majority group attributed their good marks to the ease of the course and their bad marks to its difficulty.
Abstractor: As Provided
Entry Date: 2008
URL الوصول: http://www.education.ualberta.ca/educ/journals/ajer/54%20files/54(2)files/A5.html
رقم الأكسشن: EJ802640
قاعدة البيانات: ERIC
الوصف
تدمد:0002-4805