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 inMerrill-Palmer Quarterly Vol. 64; no. 4; pp. 539 - 569
Main Authors Clem, Anna-Leena, Aunola, Kaisa, Hirvonen, Riikka, Määttä, Sami, Nurmi, Jari-Erik, Kiuru, Noona
Format Journal Article
LanguageEnglish
Published Detroit Wayne State University Press 01.10.2018
Subjects
Online AccessGet full text
ISSN0272-930X
1535-0266
DOI10.13110/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.
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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CitedBy_id crossref_primary_10_1016_j_lindif_2022_102225
crossref_primary_10_1123_jsep_2022_0115
crossref_primary_10_3389_fpsyg_2021_693222
crossref_primary_10_1016_j_rmclc_2024_09_004
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Copyright 2018 by Wayne State University Press
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StartPage 539
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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