HomeThe Asia-Pacific Education Researchervol. 8 no. 1 (1999)

Attributions, Task Persistence and Academic Achievement of Filipino Children

Katrina Divina S. De La Cruz

Discipline: Education



The study examines the relationship of effort/ability attributions of children and their responsibility for outcomes and task persistence. The Intellectual Achievement Responsibility Questionnaire (IARQ) was administered to determine the children's attributional style. The Metropolitan Achievement Test was used to measure achievement. Persistence was measured in terms of time spent to solve a puzzle. Results confirmed the hypothesis that internals are significantly more persistent and achieving than externals. It partially confirmed the positive correlation of the variables task persistence, achievement and attribution. Achievement and attribution are highly correlated. Task persistence showed a moderate correlation with attribution and a low correlation with achievement.