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Predicting GPA from Explanatory Style Viliyana Maleva, Kathryn Westcott, Mark Mckellop*, Ronald Mclaughlin, and David Widman Juniata College

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Predicting GPA from Explanatory Style Viliyana Maleva, Kathryn Westcott, Mark Mckellop*, Ronald Mclaughlin, and David Widman Juniata College Optimism and College Grades: Predicting GPA From Explanatory Style Viliyana Maleva, Kathryn Westcott, Mark McKellop*, Ronald McLaughlin, and David Widman Juniata College ABSTRACT. The current study attempted to predict grade point average (GPA) based on academic explanatory style in college students. Building our work on Barrett and Peterson’s study (1987), we hypothesized that college students with optimistic explanatory style would have significantly higher GPAs than college students with pessimistic explanatory style. We tested this hypothesis with 171 undergraduate students at a small liberal arts college by using the Academic Attributional Style Questionnaire (AASQ; Barrett & Peterson, 1987) and found a significant, but small, r = -.15, p = .44, negative correlation between academic explanatory style and GPA. Although our results pointed to the conclusion that college students with optimistic explanatory style have higher GPAs than college students with pessimistic explanatory style, explanatory style seems to have a weak predictive value for college GPA. Further research needs to replicate these findings and examine their practical significance. Alternative explanations and future research directions are discussed. xplanatory style is a personality variable consistently offering global attributions believe referring to the habitual way in which that the negative event will impact other life areas, Eindividuals explain to themselves the cause whereas individuals making specific attributions of the negative events that befall them (Maier think that this event will be circumscribed. A & Seligman, 1976). It spans three dimensions: student who drops out of college may make a global internality, stability, and globality (Maier & attribution and believe that the negative event will Seligman, 1976). Individuals who typically make negatively impact his or her relationships, or make internal attributions ascribe the cause of the a specific attribution and think that the failure will negative event to an internal factor. In contrast, not influence other life areas negatively (Maier & individuals offering external attributions ascribe Seligman, 1976). the cause to an external factor. A student failing an The choice of dimensions of explanatory exam may make an internal attribution such as “I style was theoretically driven and reflected the am stupid” or an external attribution such as “The researchers’ questions of interest (Peterson, 1991). exam was too hard.” Individuals who consistently Explanatory style originated from the reformulated make stable attributions believe that the cause learned helplessness model and sought to explain of the negative event will last forever, whereas why individuals responded in different ways to individuals offering unstable attributions expect major, negative life events. Individuals who typically this cause to be transient. A student who is on offered internal, stable, and global attributions for academic probation may make a stable attribution negative events were more likely to behave passively FALL 2014 and believe that the factor responsible for this event in the face of challenge, were poor at problem-solv- will last forever or make an unstable attribution and ing, and eventually gave up. In contrast, individuals PSI CHI JOURNAL OF regard this cause as temporary. Finally, individuals who offered external, unstable, and specific causal PSYCHOLOGICAL RESEARCH *Faculty mentor COPYRIGHT 2014 BY PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY (VOL. 19, NO. 3/ISSN 2164-8204) 129 College GPA and Explanatory Style | Maleva, Westcott, McKellop, McLaughlin, and Widman attributions to negative events were more likely to style, and between depression and GPA. persist after failure and keep trying to excel (Maier Although pessimistic explanatory style has & Seligman, 1976). been linked to low achievement performance Rather than a typology, explanatory style can in an academic context, there may be multiple be represented on a continuum between pessimis- definitions of academic performance. Thus, it tic and optimistic explanatory style. Individuals seems reasonable to focus on a single aspect of should not be categorized as pessimistic or optimistic. academic performance such as GPA. Examining Instead, one should regard them as more likely the relationship between explanatory style and to have an optimistic or pessimistic explanatory GPA is important because the former may emerge style. Individuals with pessimistic explanatory style as an unexpected predictor of and have important habitually make internal, stable, and global attri- implications for the latter (Peterson & Barrett, butions for bad events. These individuals expect 1987). Explanatory style may have a direct bearing negative events to happen consistently and believe on students’ approach toward studying. Students in that they cannot exert control over these events. any course typically encounter a number of difficul- Individuals with pessimistic explanatory style are ties throughout the semester, such as failing a quiz, more likely to become helpless and passive in the coming unprepared to class, or not being able to face of obstacles and exhibit the “whatever will be solve a set of homework problems. It is important will be” mentality. On the other hand, individuals how students explain to themselves the causes with optimistic explanatory style consistently offer of these events because this may affect their aca- external, unstable, and specific causal attributions demic performance. for bad events. Unlike individuals with pessimistic Individuals believe that internal factors are less explanatory style, individuals with optimistic likely to change than external factors (Metalsky et explanatory style typically possess a wider repertoire al., 1982). Thus, if a student thinks “I’m stupid,” the of responses to challenge. Instead of giving up in student is likely to give up and believe intelligence the face of challenge, optimists typically renew their is not likely to change. External circumstances, on efforts (Maier & Seligman, 1976). the other hand, are perceived as more mutable. If Many studies have documented the relation a student assigns the blame to an external factor, between pessimistic explanatory style and depres- he or she is likely to keep trying to excel. Thus, stu- sion, and have consistently found that individuals dents with optimistic explanatory style are expected offering internal, stable, and global causal attribu- to persist in the face of challenge and renew tions for negative events were at a greater risk their efforts after a negative academic outcome for depression (Metalsky, Abramson, Seligman, (Peterson & Barrett, 1987). Students who eventu- Semmel, & Peterson, 1982; Miller & Seligman, ally achieve a higher GPA are perhaps less likely 1975). Fazio and Palm (1998) found a significant to behave passively because they offer external correlation between depression and explana- attributions (“The professor gave a very hard tory style, and between depression and GPA. exam”), unstable attributions (“It will be short- Besides depression, a large body of research has lived”), and specific attributions (“It will not supported the relation between explanatory affect the other areas of my life”). On the con- style and achievement in an academic context trary, students who end up with a low GPA may (Metalsky et al., 1982; Peterson & Barrett, 1987; be more likely to behave passively because they Nolen-Hoeksema, Girgus, & Seligman, 1986). use internal (“I’m stupid”), stable (“It’s going Specifically, Nolen-Hoeksema et al. (1986) to last forever”), and global (“It will undermine demonstrated that, compared to schoolchildren everything I do”) causal attributions for their with optimistic explanatory style, schoolchildren academic failures. These students tend to be pas- with pessimistic explanatory style showed higher sive when they encounter obstacles and eventually depression levels and were more likely to experi- give up (Peterson & Barrett, 1987). Yet, it must ence achievement problems. Similarly, Metalsky et be noted that the relationship between attribu- al. (1982) found that the more internal and global tional style and GPA seems to be moderated by attributions university first-year students offered for different variables such as students’ ability level FALL 2014 negative events, the more severely depressed they (Gibb, Zhu, Alloy, & Abramson, 2002; Houston, became after the receipt of a low midterm-exam 1994), major (Satterfield, Monahan, & Seligman, PSI CHI JOURNAL OF grade. Fazio and Palm (1998) found a significant 1997), and time of the semester (Yee, Pierce, PSYCHOLOGICAL correlation between depression and explanatory Ptacek, & Modzelesky, 2003). RESEARCH 130 COPYRIGHT 2014 BY PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY (VOL. 19, NO. 3/ISSN 2164-8204) Maleva, Westcott, McKellop, McLaughlin, and Widman | College GPA and Explanatory Style Peterson & Barrett (1987) examined the Questionnaire (ASQ; Cooligan, Offord, Malinchoc, relation between explanatory style and academic Schulman & Seligman, 1994). The ASQ asked performance in 87 university first-year students participants about various life events, mainly and found that first-year students with pessimistic interpersonal situations (Cooligan et al., 1994), explanatory style received lower grades during their whereas the AASQ presented participants only first year and were more likely to show passivity in with academic situations (Peterson & Barrett,
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