Application of Attribution Theory to Support Education at Universities: The Case of Iran

摘要

Attribution theory describes how people explain the causes of behavior. Based on this theory, individuals attribute the results of action, generally to ability, effort, task difficulty and luck. The various attributions are classified into three dimensions: Locus of control, stability and controllability. The purpose of this study was to examine the attribution theory for successful and unsuccessful students to support education at universities and to identify barriers to learning. A survey was conducted using a stratified random sample to collect data from 56 students at college of agriculture at Shiraz University, Iran. The study showed that the extension students with higher academic education have more Composite Positive (CP) and Full Scale Score (CPCN) and they have internal locus of control. The results showed that the learning of students and their success have significant correlation with their locus of control. The successful students had internal locus of control. Also, students' learning and success in credits have significant correlation with CP and CPCN. Based on the results, suggestions to improve the process of learning at universities have been presented.