Attributions for school achievement, achievement motivation, and expectancy of success were examined among 211 Indian and Caucasian community college students enrolled in a remedial reading class. Students were administered the Multidimensional-Multiattributional Causality Scale. Indians attributed their school failure more to lack of effort than did Caucasians. Gender differences did not appear. Attributions of school success correlated positively with achievement motivation for Indians but not for Caucasians. Results suggest the necessity of examining response patterns and not just summated scales when investigating group differences.
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