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The purpose of this study was to determine the relationship of explanatory style to academic performance, SAT or ACT composite scores, College Student Inventory (CSI) data, and retention or attrition of Montana State University College of Agriculture students. The predictive capability of measured independent variables to anticipate first to second year attrition of freshmen in the College of Agriculture (COA) at Montana State University (MSU) was tested. The potential for using the Academic Attributional Style Questionnaire (AASQ) to identify COA students most susceptible to attrition during their freshmen year at MSU was ascertained. Freshmen took the CSI during summer orientation and the AASQ was administered to students in four COA classes. A cohort group of COA full-time, first-time freshmen that had taken both the CSI and AASQ was established and tracked from the fall of 2004 through the fall of 2005. Retention was defined as enrollment in the COA for a second fall semester. The majority of the cohort group was female, white/Caucasian, had been enrolled in a high school agriculture class, graduated from high schools with enrollments less than 400 students, had been involved in 4-H or FFA, and intended to seek a graduate level degree. Mothers were more highly educated than fathers. Most students planned to work while in college. The only independent variable significantly correlated with retention was second semester cumulative GPA. The combination of second semester cumulative GPA, plans to work, degree sought, and high school agriculture class enrollment was able to predict 19 percent of the variance in retention rates. However, contrary to the literature, high school agriculture class enrollment was negatively correlated with retention. The majority of students demonstrated neither optimistic nor pessimistic explanatory styles. Significant relationships were shown between explanatory style and high school GPA, study habits, sociability, and openness to financial guidance. The AASQ demonstrated little value for recognizing students in the cohort susceptible to attrition from the COA, but did indicate some usefulness for use as an advising tool.
To evaluate this explanation, the Academic Attributional Style Questionnaire (AASQ, Revised Defensive Pessimism Questionnaire (DPQ), and Brief Symptom Inventory (BSI) were administered to 188 undergraduate and graduate students from five colleges and universities. Measures of academic achievement included official course and exam grade as reported by the instructor as well as self-reported GPA.
This is the first work to condense the large literature on explanatory style -- one's tendency to offer similar sorts of explanations for different events. This cognitive variable has been related to psychopathology, physical health, achievement and success. Compiled by experts in the fields of depression, anxiety, psychoneuroimmunology and motivation, this volume details our current level of understanding, outlines gaps in our knowledge, and discusses the future directions of the field. Data from a vast number of studies are presented, including results from studies not previously reported. Coverage includes sections on cross-cultural comparisons, life-span and development issues, and gender differences; and an extensive description of the measurement of explanatory style offering questionnaire and content-analysis methods for children, college populations and adults. This work is thus a valuable tool for anyone involved in research on the etiology and treatment of depression, cognitive therapy, motivation and emotion, and the link between physical and psychological well-being.
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This dissertation, "The Mediating Effects of Hope and Forgiveness in the Relationship Between Explanatory Style and Life Satisfaction on University Undergraduate Students" by Lok-yan, Felicia, Lau, 劉洛恩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Life Satisfaction Affected by Hope & Forgiveness 2 Abstract The present research attempted to verify the hypotheses that (1) there was a mediating pathway from optimistic explanatory style through hope to enhance life satisfaction, and (2) there was a mediating pathway from optimistic explanatory style through forgiveness to enhance life satisfaction. University undergraduate students were recruited from Hong Kong and Macau to participate in a self-reported questionnaire to assess their explanatory style, level of hope, level of forgiveness, and life satisfaction. 180 valid data was collected and results agreed with the research hypotheses. A mediating pathway from optimistic explanatory style through hope and forgiveness to increased life satisfaction was suggested. This echoed with recent researches that stated the significant role of hope and forgiveness in enhancing human physical and psychological health. Future research implications and directions were discussed. DOI: 10.5353/th_b3710166 Subjects: College students - Psychology