Analysis of Causal Attributions Regarding High School Students' Perceptions of Success or Failure in English Class

The aim of this study is to examine high school students' causal attributions regarding their perceptions of success and failure in English class through various variables. A total of 369 students from different types of high schools in the central district of Çanakkale participated in the study. The research employed a descriptive survey model. The results revealed that high school students perceive themselves as unsuccessful in English class. They attribute their successes mainly to internal, stable, and uncontrollable factors. On the other hand, they attribute their failures to internal, stable, but controllable factors. Female students attributed their successes in English class to internal, temporary, and controllable factors. This tendency was stronger among female students than male students. Male students, on the other hand, attributed their failures in English to external and uncontrollable factors. This was more common among male students than female students. Additionally, 11th and 12th grade students were more inclined to explain their successes in English using internal factors compared to 10th grade students. Vocational and technical education students made external attributions for their failures more often than students in religious high schools. Finally, the study proposed several suggestions for teachers and researchers.