Using attributional style to predict academic performance: how does it compare to traditional methods?

Research investigating the relationship between attributional style and per formance has documented the effects of a negative explanatory style in a va riety of settings. However, the literature on the nature of a negative expl anatory style and academic performance has not shown such a consistent patt ern. The present study was designed to compare the predictive value of attr ibutional style to more traditional predictors, such as scores on the Schol astic Assessment Test (SAT) and high school grade point average, in a sampl e of American undergraduate students. The Attributional Style Questionnaire was administered to 127 students enrolled in introductory psychology at a large research university during the third week of a 15-week semester. Amon g the traditional predictors of university performance, only SAT scores wer e related to performance on subsequent course-based objective examinations; attributional style and the other traditional predictors were not. These f indings contradict much of the attribution literature, and suggest that des pite their limitations, SAT scores may still be one of the most effective t ools possessed by colleges and universities to anticipate academic achievem ent in undergraduate students. (C) 2001 Elsevier Science Ltd. All rights re served.