John is a high school honors student and he takes a college readiness exam. Upon receiving his scores, John discovers that he performed poorly on the exam, When asked by his counselor why
he did so poorly, John stated that the room was very hot, there was a very annoying ticking clock
and his pencil kept breaking, John is using a (n)
to explain his
performance on the test,
-Fundamental attribution error
-Dispositional attribution
-Situational attribution

Like many students at university, you may be unhappy about the results you attain in exams. you may feel that even with all you are doing there must be something more -- or different-- you could be doing to get better grades. we have all at some time or other heard of that student who only studies a couple of hours for final exams and scores a's every time. we stand in awe of those who seem to breeze through without undue effort and seem to need very little in the way of studying to nail an exam. the reasons for success, in what i think are the vast majority of cases, are less esoteric than many students think: successful students consistently apply a series of productive strategies with view to attaining clearly identified learning and grade goals throughout the academic term.