This study examined whether attributions and achievement-motivation measures were significant predictors of achievement in high school algebra after controlling for variance associated with achievement in reading and mathematics. The attributions of school achievement to effort, ability, context, and luck were the attributional predictors. With the use of hierarchical multiple-regression analysis, achievement motivation was the best predictor of algebra grades after controlling for reading and mathematics achievement. The attribution of success to luck and context also contributed to the prediction of achievement in algebra.
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