Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study

Autor/inn/en	Clem, Anna-Leena; Aunola, Kaisa; Hirvonen, Riika; Määttä, Sami; Nurmi, Jari-Erik; Kiuru, Noona
Titel	Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 64 (2018) 4, S.539-569, Artikel 5 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Adolescents; Self Concept; Attribution Theory; Longitudinal Studies; Mathematics; Literacy; Grade 7; Grade 9; Foreign Countries; Academic Ability; Finland + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematik; Alphabetisierung; Schreib- und Lesefähigkeit; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Finnland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01