The Effect of an Instructional Program on Modifying the Orientation of Achievement Responsibility

Abstract

The purpose of this study is to explore the orientations of achievement responsibility (internal and external). Moreover, exploring the effect of an instructional program and the level of achievement among female students to modify the orientations from external to internal among higher basic stage students. To achieve this aim, the researchers developed an achievement responsibility scale and an instructional program based on the casual attribution theory of Weiner to modify the orientations of achievement responsibility. A sample of (72) female students assigned randomly either to the control or excremental group. The findings showed that the orientation of achievement responsibility were external for all students in the pre measure, moreover, there was a significant statistical difference (α = 0.05) in the orientation of achievement responsibility in the post measurement according to group variable for the favor of the experimental group, and there were no significant statistical differences at (α = 0.05) according to achievement level and interaction between group and achievement level. In other words, the program managed to change students achievement responsibility from external to internal.