Technology, attributions, and emotions in post-secondary education: An application of Weiner's attribution theory to academic computing problems.

ABSTRACT: As technology becomes increasingly integrated with education, research on the relationships between students' computing-related emotions and motivation following technological difficulties is critical to improving learning experiences. Following from Weiner's (2010) attribution theory of achievement motivation, the present research examined relationships between causal attributions and emotions concerning academic computing difficulties in two studies. Study samples consisted of North American university students enrolled in both traditional and online universities (total N = 559) who responded to either hypothetical scenarios or experimental manipulations involving technological challenges experienced in academic settings. Findings from Study 1 showed stable and external attributions to b

SUBMITTER: Maymon R 

PROVIDER: S-EPMC5846781 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature