Abstract
Influence of teacher's causal attributions on students' academic achievement. This study is framed in the context of Weiner's attributional theory about motivation and emotion. The aim has been to analyze in a natural context the repercussions that adaptive modification of the attributional style of teachers could have on teachers themselves and on their pupils. The sample has been of 200 subjects, 50 teachers and 150 students. The educational level of students ranged from 4th grade of Primary Education to 2nd grade of Secondary Education. The results show that, after the intervention, teachers' attributions changed toward a more adaptive attributional style. This change in the teacher's attributional style contributed to a reduction in the levels of teachers' burnout, to an improvement of pupils' attributional system, and to an increase in the students' school marks.
