Self Concept, Attributional Beliefs, and School Achievement : A Longitudinal Analysis  

Oleh:

Schneider, Wolfgang ; Kurtz-Costes, Beth E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 19 no. 02 (Apr. 1994), page 199-216.
Topik: self concept; school achievement; self concept; longitudinal analysis; attributional beliefs

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

A continuing dispute in the field of educational psychology has been whether self-concept influences children's academic achievement, or the reverse : that children's academic achievement influences self-concept. This project examined the relationship between academic self-concept and academic achievement longitudinally and explored whether or not that relationship is mediated by children's attribution beliefs about the reasons underlying performance outcomes. Forty-six children were measured at Age 8 and Age 10 on academic self-concept and attribution beliefs. Grades were collected from school records about 4 months after each measurement point. Causal modeling analyses indicated that a bidirectional relationship operated between self-concept and school achievement across the 2 years. Although success attributions to ability were positively related to self concept and achievement at each measurement point, attributions were not a direct predictor of achievement across the 2 year period.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali