A Longitudinal Examination of African American Adolescents' Attributions about Achievement Outcomes

Autor/inn/en	Swinton, Akilah D.; Kurtz-Costes, Beth; Rowley, Stephanie J.; Okeke-Adeyanju, Ndidi
Titel	A Longitudinal Examination of African American Adolescents' Attributions about Achievement Outcomes
Quelle	In: Child Development, 82 (2011) 5, S.1486-1500 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01623.x
Schlagwörter	Attribution Theory; African American Children; Academic Achievement; Adolescents; Grade 8; Mathematics Teachers; Grade 11; Gender Differences; Longitudinal Studies; Learner Engagement; Mathematics Achievement; Science Achievement; Language Arts; Writing Skills; Adolescent Development; Student Motivation; Student Attitudes + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 11; 11. Schuljahr; Schuljahr 11; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Writing skill; Schreibfertigkeit; Schulische Motivation; Schülerverhalten
Abstract	Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10