Difference in academic success attributions for theoretical and practical subjects and locus of control among students of sport

Cilj ovog istraživanja bio je ispitati na koji način studenti sportaši atribuiraju akademski uspjeh i neuspjeh u teorijskim i praktičnim kolegijima, postoji li razlika s obzirom na spol te postoji li povezanost između atribucija i lokusa kontrole. U istraživanju je sudjelovao 231 student Kineziološkog fakulteta Sveučilišta u Zagrebu (Nž=78, Nm=153). Istraživanje se temelji na teorijskoj osnovi Weinerovog modela postignuća i korištena je CDS II skala za mjerenje atribucija uspjeha i neuspjeha, a za ispitivanje lokusa kontrole primijenjena je Rotterova skala (RI-E). Rezultati pokazuju da postoje razlike u atribuiranju uspjeha te s atribucije uspjeha internalnije i kontrolabilnije u praktičnim kolegijima u odnosu na teorijske, a vanjska kontrola je manje izražena za praktične kolegije. Nadalje je istraživanjem utvrđena spolna razlika za praktične kolegije u smislu da studentice imaju osobno kontrolabilnije atribucije u odnosu na studente. Osim toga, utvrđena je negativna povezanost lokusa kontrole sa atribucijskom dimenzijom stabilnosti u praktičnim kolegijima, a nije dobivena povezanost s ostalim atribucijskim dimenzijama ni za teorijske niti za praktične kolegije.The aim of this study was to examine how the athlete students attribute academic success and failure in theoretical and practical courses, whether there are gender differences in attribution and whether there is correlation between attribution dimensions and locus of control. The study included 231 students of the Faculty of Kinesiology of Zagreb University (Nf = 78, Nm= 153). Weiner's attribution model and CDS II Scale were used to measure attribution dimensions of success and failure and Rotter Scale (RI-E) was used to measure the locus of control. The results show that there are significant differences in attributing success in the way that attributions are more internal and controllable for practical courses while the external control is less expressed for practical courses than for the theoretical ones. Furthermore, the research established that, regarding practical courses, there is a gender difference in the sense that female students have more controllable attributions of success compared to male students. In addition, there is negative correlation between the locus of control and the attribution dimension of stability, for practical courses only. There is no correlation between the locus of control and other attribution dimensions neither for practical nor for theoretical courses