Show simple document record

dc.contributor.advisorChouinard, Rochfr
dc.contributor.authorJenkins-Marsan, Brendafr
dc.date.accessioned2014-05-14T14:20:17Z
dc.date.available2014-05-14T14:20:17Z
dc.date.created1999fr
dc.date.issued1999fr
dc.identifier.isbn0612569187fr
dc.identifier.urihttp://savoirs.usherbrooke.ca/handle/11143/479
dc.description.abstractTwo motivational models that are particularly important at the developmental stage of young CEGEP students formed the conceptual framework for this study, Attribution Theory and Future Time Perspective. The various properties or dimensions that characterize these models and their relationship to the dynamics of a learner's actions in achievement related situations were discussed in detail. Persistence to complete a program of studies, is affected by these two models and in this study is linked to graduating"on-time." It was therefore hypothesized that (a) technical sector students would view outcomes of success as internal, stable and controllable features, less often than students in the pre-university sector and that, (b) these students would also view outcomes of failure in terms of internal, stable and uncontrollable characteristics more so than students enrolled in the pre-university sector. In addition, the future time perspective construct would suggest that (c) students enrolled in the technical sector have shorter FTP (i.e. the future would be looked at as a close future) than students in the pre-university sector."--Résumé abrégé par UMI.fr
dc.language.isoengfr
dc.publisherUniversité de Sherbrookefr
dc.rights© Brenda Jenkins-Marsanfr
dc.titleCausal attribution patterns and future time perspective a comparison of technical sector and pre-university college studentsfr
dc.typeMémoirefr
tme.degree.disciplinePédagogiefr
tme.degree.grantorFaculté d'éducationfr
tme.degree.levelMaîtrisefr
tme.degree.nameM.A.fr


Files in this document

Thumbnail

This document appears in the following Collection(s)

Show simple document record