Attribution Of Malaysia Chinese Independent High School Student On Examination Success And Failure And Its Relationship With Parenting Style

Students tend to make their explanation regarding their success or failure in an examination. The ways they interpret their causes of current outcomes will definitely influence their emotions, future expectations and also their motivation of achievement. Previous study has provided clear evidence that a strong relationship between attributional style and parenting in adolescents does occur. This research study has applied the similar fundamental principles conducted by previous research. Here, it employed questionnaire investigated the characteristic of success and failure attribution in examination of 240 students from Chinese Independent High School. At the same time, Pearson correlation and multiple linear regression was applied to analyze the relationship among students success and failure attribution in examination and parenting style. The results have indicated the following:Students tend to make external, stable and controllable attributions in success circumstances. However, they tend to make internal, unstable and uncontrollable attributions in failure circumstances. In success or failure circumstances, sexual differences are not significant in most of the causal attributions factors. Success attributed to internal, stable, uncontrollable factors increases the possibility of future success. Meanwhile, success attributed to external, unstable, controllable factors decreases the possibility of future success. Failure attributed to internal, unstable, uncontrollable factors increases the possibility of future success. Meanwhile, failure attributed to internal, stable, uncontrollable factors decreases the possibility of future success.The multiple regression analysis indicated that parental preference, fathers' warmth and punishment as well as mothers' over-intervention, over-protection parenting style were a significant positive predictor on students' success attribution. Mothers' punishment parenting style was significant inverse predictors on students' success attribution. Fathers' warmth and preference as well as mothers' punishment were significant positive predictors on students' failure attribution. Parental warmth and fathers' over-intervention were significant inverse predictor on students' failure attribution.