Relationship of cultural and class variables to attributional style and academic performance among college students

Abstract

The present study examined the relative contribution of cultural (racial status versus cultural identification) and class (socioeconomic status versus perceived deprivation) variables to attributional style and academic achievement in minority and non-minority college students. In general, results indicated that minority and non-minority students utilize different types of motivating strategies in attaining academic success.

Perceived deprivation was associated with a pessimistic attributional style and cultural identification was associated with academic performance only among minority students. Contrary to prediction, the relationships between class and cultural variables and academic performance was not mediated by attributional style. Results also suggest that objective estimates of socioeconomic status and perceived deprivation measure distinctly different constructs, as do racial status and cultural identification. Perceived deprivation and cultural identification appear to be more meaningful variables for assessing cultural and class influences on attributional style and academic achievement in minority individuals.