A Longitudinal Developmental Analysis of Students' Causality Beliefs about School Performance

Autor/inn/en	Roque, Isabel; de Lemos, Marina Serra; Gonçalves, Teresa
Titel	A Longitudinal Developmental Analysis of Students' Causality Beliefs about School Performance
Quelle	In: European Journal of Psychology of Education, 29 (2014) 1, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-013-0192-3
Schlagwörter	Student Attitudes; Developmental Stages; Longitudinal Studies; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Student Characteristics; Gender Differences; Academic Achievement; Grades (Scholastic); Learner Engagement; Age Differences; Attribution Theory; Grade 9 + Suchen Sie Ihr Suchwort? Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; Schulleistung; Notenspiegel; Age; Difference; Age difference; Altersunterschied; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This study examined the development of school-related causality beliefs which are children's generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the five perceived causes of school success and failure: ability, effort, luck, teacher's help, and unknown causes. On a 5-year longitudinal study, following a group of 63 students over an 8-year period (from the second to the ninth grades), using hierarchical linear models, intraindividual changes and interindividual differences in these changes were identified; also, factors that might account for this variability were tested. The results showed a decrease of the effectiveness attributed to the various causes, but their differentiated trajectories, and a relative independence of gender and achievement factors (engagement and school grades) in the evolution of these beliefs. School children in the lower grades value most highly ability and effort as causes of school success. Student's beliefs about the causes of school performance become both more conservative and more differentiated along schooling, which is probably a normative general tendency. Findings from this longitudinal study corroborate, to a large extent, a consistent set of important developmental findings based on previous cross-sectional designs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10