Mastery learning and students' attributions at the college level

This study was designed to determine whether the more favorable learning conditions provided by mastery learning procedures result in higher levels of achievement and more internal attributions on the part of college students. One hundred twenty-two undergraduate students enrolled in a general education course at a large state university participated in the study. Results showed that although students in mastery-taught sections did attain significantly higher levels of achievement no differences in attribution change were identified. Possible reasons for the lack of attribution change are discussed.