An Investigation into the Difference of Attributional Styles and Social Acceptance between High School Students of Different Study Fields in Anar County Aliakbari Ahmad1, Khosropoor Farshid2 1Department of Psychology, Anar Branch, Islamic Azad University, Anar, Iran 2Department of Psychology, Zarand Branch, Islamic Azad University, Zarand, Iran Online published on 22 October, 2013. Abstract Introduction This study evaluates the differences between attribution styles and social acceptance; both components have significant impacts on the mental status of individuals, among high school students of different fields with respect to gender dimensions. Method This research is a survey-correlation study. The study sample consists of 225 high school students of humanities, experimental science and physics–mathematics fields. Data was collected through Nowicki–Strickland questionnaire, which is used to derive the locus of control. However, Marlowe–Crowne questionnaire was used to gain the social acceptance score of participants. Findings In both girls and boys groups, the highest score of social acceptance and locus of control (external) with the highest average belongs to the literature students. Conversely, in both groups the lowest average belongs to mathematic students. Conclusion The social acceptance of the high school students of different fields as well as that of girls and boys is different. The difference of the locus of control between different study fields is significant. However, different values were derived for the locus of control of boys and girls. This indicates that some factors affect the distribution of girls and boys across different study fields as well as the differences of girls and boys. Top Keywords Attribution styles (internal-external), Social acceptance, Study field. Top |