When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

Rebecca Maymon, Nathan C. Hall and Thomas Goetz
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Rebecca Maymon: Department of Educational and Counselling Psychology, McGill University, Montreal, QC H3A 1Y2, Canada
Nathan C. Hall: Department of Educational and Counselling Psychology, McGill University, Montreal, QC H3A 1Y2, Canada
Thomas Goetz: Department of Empirical Educational Research, University of Konstanz, D-78475 Konstanz, Germany

Social Sciences, 2018, vol. 7, issue 11, 1-22

Abstract: As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 ( N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 ( N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students’ academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

Keywords: academic computing; motivation; emotions; academic achievement; post-secondary education; technology; computer problems (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2018
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