Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study
This study investigated longitudinal associations between mathematics- and literacy-related causal attributions and self-concepts of ability among Finnish adolescents (N = 237). Questionnaires were administered to adolescents in Grades 7 and 9 to obtain information on their causal attributions and s...
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Published in | Merrill-Palmer Quarterly Vol. 64; no. 4; pp. 539 - 569 |
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Main Authors | , , , , , |
Format | Journal Article |
Language | English |
Published |
Detroit
Wayne State University Press
01.10.2018
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Subjects | |
Online Access | Get full text |
ISSN | 0272-930X 1535-0266 |
DOI | 10.13110/merrpalmquar1982.64.4.0539 |
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Abstract | This study investigated longitudinal associations between mathematics- and literacy-related causal attributions and self-concepts of ability among Finnish adolescents (N = 237). Questionnaires were administered to adolescents in Grades 7 and 9 to obtain information on their causal attributions and self-concepts of ability. The results showed that adolescents attributed their successes and failures in a self-consistent way. Specifically, self-concepts of ability predicted subsequent causal attributions in both school subjects. In mathematics, a higher self-concept of ability contributed to more self-enhancing and self-protective attributions. However, in both school subjects, a lower self-concept of ability contributed to more maladaptive attributions. |
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AbstractList | This study investigated longitudinal associations between mathematics- and literacy-related causal attributions and self-concepts of ability among Finnish adolescents (N = 237). Questionnaires were administered to adolescents in Grades 7 and 9 to obtain information on their causal attributions and self-concepts of ability. The results showed that adolescents attributed their successes and failures in a self-consistent way. Specifically, self-concepts of ability predicted subsequent causal attributions in both school subjects. In mathematics, a higher self-concept of ability contributed to more self-enhancing and self-protective attributions. However, in both school subjects, a lower self-concept of ability contributed to more maladaptive attributions. |
Audience | Junior High Schools High Schools Middle Schools Grade 7 Secondary Education Grade 9 Elementary Education |
Author | Kaisa Aunola Anna-Leena Clem Jari-Erik Nurmi Riikka Hirvonen Sami Määttä Noona Kiuru |
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Copyright | 2018 by Wayne State University Press Copyright © 2008 Wayne State University Press. Copyright Wayne State University Press Oct 2018 |
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SubjectTerms | Academic Ability Academic achievement Academic self concept Adolescents Attribution Theory Child development Children & youth Cognition & reasoning Cognitive ability Cognitive Development Educational Attainment Educational Objectives Educational psychology Educational research Finnish language Foreign Countries Grade 7 Grade 9 Learning Literacy Longitudinal Studies Mathematics Mathematics education Numeracy Perceptions Psychologists Questionnaires Secondary education Self Concept Self esteem Student attitudes Success Teenagers Thinking Skills |
Title | Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study |
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