achievements

The article presents the results of an empirical study of the types of causal attributions, attributive style of teachers and motivation of pedagogical activity. It is shown that the influence of the style of attribution of teachers on the manifestations of external and internal motivation of pedagogical activity.

Abstract

The paper presents the results of the forming experiment aimed at developing the favorable causal attribution of students’ achievement. It is shown that the causal reorientation can be one of the factors to reduce the school anxiety, increase motivation and successful school activities of senior high school students.