A total of 107 academically talented high school students was administered the Multidimensional-Multiattributional Causality Scale (MMCS) and the Mathematics Attribution Scale (MAS). The MMCS subscales which assessed the attributions of success and failure in school to effort and ability were significantly correlated with the MAS subscales which were purported to assess similar constructs. The correlational findings provided limited support for the convergent validity of these measures.
Get full access to this article
View all access options for this article.
References
1.
AnastasiA. (1976). Psychological testing (4th ed.). New York: Macmillan.
2.
FennemaE.WolleatP.PedroJ. D. (1979). Mathematics Attribution Scale: An instrument designed to measure students' attributions of the causes of their successes and failures in mathematics. Journal Abstract Service of the American Psychological Association: Catalog of Selected Documents in Psychology, 9(2), 26.
3.
FiskeD. W. (1973). Can a personality construct be validated empirically?Psychological Bulletin, 80, 89–92.
4.
LefcourtH. M.Von BaeyerC. L.WareE. E.CoxD. J. (1979). The Multidimensional-Multiattributional Causality Scale: The development of a goal specific locus of control scale. Canadian Journal of Behavioral Science, 11, 286–304.
5.
PowersS.DouglasP.ChoroszyM. (1983). The factorial validity of the Multidimensional-Multiattributional Causality Scale. Educational and Psychological Measurement, 43, 611–615.
6.
PowersS.DouglasP.ChoroszyM. (1984). A reliability and validity investigation of the Mathematics Attribution Scale. Educational and Psychological Measurement, 44, 733–737.
