RESEARCH ON ATTRIBUTIONS IN SCHOOL

This review deals with the results of attributional research in school s. First, the basic assumptions of attribution theory are outlined. Th en, attributions in schools are discussed in terms of their antecedent conditions, causal dimensions, attributional biases, and differences based on gender, culture, and school type. The connections between ref erence norms and attributions and the paradoxical effects of praise an d blame are also examined. Counterfactual thoughts are presented as pe rformance-related cognitions, which go beyond attributions. Finally, s cientific reattribution programs and practical implications for teache rs are presented.