This study sought to elucidate how female and male learners of English tend to explain their achievement in their English classes. The study also investigated whether age exerts an impact on to what achievement in English is ascribed. To do this, a composite instrument was administered to a total of 578 learners (Mean age = 14.33, SD = 2.08) of English across five cities in Turkey. A total of 262 students were from the 6th grade while 313 were studying English at the 10th grade. Of participants, 336 were female while 238 were male. The composite instrument elicited participants' achievement attributions after the release of their latest English exam results. An analysis of the data revealed that both groups identified the teacher input as the most important attribution for their achievement although the 10th graders reported a much lower mean value for the teacher factor. A further multivariate analysis of variance revealed significant main and interaction effects of both gender and age (class) on majority of attributions manifested for the test performance. The results suggest that when there is a change in attributions, the change may be related mostly to changes in attributions of female participants from 6th Grade to 10th grade, implying a much stronger puberty effect on female learners of English. The results are discussed and suggestions are made in relation to current literature.
Keywords: achievement attributions; gender difference; age difference; motivation; puberty
|Journal Section||Research Article|
: December 22, 2015
|APA||Erten, İ . (2015). Age related gender differences in causal attributions of Turkish learners of English as a foreign language . ELT Research Journal , 4 (2) , 129-146 . Retrieved from https://dergipark.org.tr/en/pub/eltrj/issue/28780/308007|