title: Exploring the influence of students' attributions for success on their self-regulation in pathophysiology.
abstract: Pathophysiology is a difficult course both for students to take and for instructors to teach. However, little research has explored learner characteristics that teachers may address through targeted instruction to make both the teaching and learning experience better. This study examined the influence of students' causal attributions for success on their self-regulated learning, which is strongly associated with positive learning outcomes. Results indicated that ability, effort, and luck attributions for success collectively influenced Pathophysiology students' self-regulated learning and that ability was the most potent influence. The findings and the implication for teaching are discussed.
authors.affiliation: University of Arkansas, Fayetteville, AR, USA. kedunn@uark.edu
authors.forename: Karee E
authors.initials: KE
authors.lastname: Dunn
authors.forename: Cara
authors.initials: C
authors.lastname: Osborne
authors.forename: Hope J
authors.initials: HJ
authors.lastname: Link
mesh_terms: D000328:Adult; D004506:Education, Nursing / Q000379:methods*; D005260:Female; D006801:Humans; D007389:Internal-External Control; D007858:Learning; D016014:Linear Models; D008297:Male; D008875:Middle Aged; D015146:Midwestern United States; D015999:Multivariate Analysis; D010336:Pathology / Q000193:education*; D010827:Physiology / Q000193:education*; D012927:Social Control, Informal