Music Achievement Causal Attributions as Perceived by Elementary Public School Students

Abstract

Third, fourth, and fifth grade students (N=30J) enrolled in music class at two public elementary schools were administered the Asmus Music Attribution Orientation Scale (MAOS), and asked to indicate those causes which they attributed most to succeeding or failing in music. Collectively, student mean responses were higher for ability and effort causal attributions. Causal attributions differed significantly by gender and school attended but not by age and grade level. Implications for teaching and future research are discussed.

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