English abstract
The study aimed to recognize the relationship between the teacher's attribution and the student's achievement motivation at Nyabet Aljabal Alakhdar schools in Nizwa- Oman.
The samples were 99 teachers while the students were 205. The study pursed the descriptive relational method and the researcher used the Multidimensional-Multiattributional Causality Scale (MMCS), which contains 24 paragraph translated by Abu Alsmid in 1992. In addition to using the MMCS, she also used the achievement motivation inventory (AMI) which contains 32 paragraphs, translated and elaborated by the researcher herself.
The results showed that the most common attribution pattern is the external dimension attribution of success in a high level and the arithmetic mean is 1.81. In the second place, came the internal dimension attribution of success pattern in a medium level and the arithmetic mean is (1.66). As for the attribution of failure, the attribution of failure due to inconstant factors pattern came in the first place with an arithmetic mean of (1.66); while the attribution of failure due to constant factors pattern came in the second place with an arithmetic mean of (1.45) and both of them is average.
Regarding the level of achievement motivation of the students, it was high. The study showed that there's no relation between the teacher's common attribution pattern and the student's achievement motivation. In addition, there are no distinctions with statistical indications between the male and female teachers in all of the attribution patterns, except for the internal dimension attribution of success and the distinctions leaned towards the female side.
As for the achievement motivation, the study didn't show any distinctions with statistical indication between the male and female students and between the ninth and tenth grades.
