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Peer reviewedKunnen, Saskia – International Journal of Behavioral Development, 1993
Found that (1) children perceived that school failure attributed to lack of competence, task difficulty, and a bad explanation by the teacher is controllable; and (2) children with problems in learning and concentration perceived failure attributed to lack of effort as noncontrollable more often than did children without such problems. (BB)
Descriptors: Academic Achievement, Academic Failure, Attribution Theory, Comparative Analysis
