Attribution Theory, Personality Traits, and Gender Differences among EFL Learners

Azar Hosseini Fatemi, Arezoo Asghari

Abstract


This study was designed to determine whether there is any association between learners' personality traits and their sets of attributions in learning English as a foreign language, regarding their gender differences. To this aim, 216 lower intermediate English language learners, 111 male and 105 female, studying in Shokouh English language institutes in Mashhad took part in the study. They completed NEO-Five Factor Inventory (NEO-FFI) and Attribution questionnaire (ATFLL). The results of the correlational study in male and female groups indicated significant relationships between some of personality traits and sub-scales of attribution theory. The result of t-test showed that the difference between means was not significant in any of the attribution sub-constructs between male and female learners. Regarding personality factors, results showed that the difference between the means was significant only for Agreeableness and Conscientiousness.


Full Text:

PDF


DOI: https://doi.org/10.5296/ije.v4i2.1455

Copyright (c) 2012 Azar Hosseini Fatemi, Arezoo Asghari

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

International Journal of Education ISSN 1948-5476

Email: ije@macrothink.org

Copyright © Macrothink Institute 


To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.