Causal Attribution and Self-Assessment Variables Related to Grade Point Average in High School

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Abstract
This study investigated the use of causal attribution and self-assessment variables in accounting for grade point average (GPA) variance and identifying the causes for grades received, as perceived by high school students. One hundred forty-three students in grades 10 through 12 were administered a questionnaire containing causal attribution and self-assessment items. GPA served as basic data for student reactive judgment about causes for grades received, and also as the dependent variable in a multiple regression analysis. Results showed that the causal attribution and self-assessment variables accounted for significant amounts of GPA variance; that although students emphasize effort, interest, teacher attitude, and academic ability as most important overall, it is luck and ability that contribute most to the GPA relationship; and that there is the unfortunate tendency for low-GPA students to rank luck as a more important causal factor for grades received than do high-GPA students.

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