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Causal attributions and engagement in class: a daily diary study of success and failure experiences
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DOI：10.1016/j.cedpsych.2026.102481.png)
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Abstract
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• Attributions in response to actual grades were assessed using daily diaries. • Evidence was found that adolescents differ in their general attributional tendency. • Adolescents' attributions also varied considerably from day-to-day. • Between-student attribution differences were more strongly linked to engagement. • Attributing success to luck consistently predicted lower daily engagement.
Keywords:
Causal attributions
Behavioral engagement
Daily diary study
Academic beliefs
Intensive longitudinal data
School performance
Grades
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