Academic self-concept and causal attributions for success and failure amongst elementary school children
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: International Journal of Early Years Education, Jahrgang 25, Nr. 2, 03.04.2017, S. 190-203.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Academic self-concept and causal attributions for success and failure amongst elementary school children
AU - Lohbeck, Annette
AU - Grube, Dietmar
AU - Moschner, Barbara
PY - 2017/4/3
Y1 - 2017/4/3
N2 - A great deal of research shows that the way in which children attribute causes to their successes and failures in school has implications for the development of their academic self-concept (ASC). The most common attributions are ability, effort, task difficulty, and luck. The present study asked 68 elementary school children aged seven to eight years how they explained their successes and failures in school subjects. The aim of the study was to examine whether there were gender differences in the children’s responses which might indicate differences in ASCs or in their explanations for the causes of success or failure. Data were collected via quantitative questionnaires. Results showed no gender differences in ASC but, within the group, boys were more likely to attribute their success to high ability; on the other hand girls were more likely to attribute their failures to low ability or the difficulty level of task. This suggests that boys are more likely than girls to provide positive, self-enhancing reasons for their success while girls are more likely than boys to provide negative, self-deprecating reasons for their failures.
AB - A great deal of research shows that the way in which children attribute causes to their successes and failures in school has implications for the development of their academic self-concept (ASC). The most common attributions are ability, effort, task difficulty, and luck. The present study asked 68 elementary school children aged seven to eight years how they explained their successes and failures in school subjects. The aim of the study was to examine whether there were gender differences in the children’s responses which might indicate differences in ASCs or in their explanations for the causes of success or failure. Data were collected via quantitative questionnaires. Results showed no gender differences in ASC but, within the group, boys were more likely to attribute their success to high ability; on the other hand girls were more likely to attribute their failures to low ability or the difficulty level of task. This suggests that boys are more likely than girls to provide positive, self-enhancing reasons for their success while girls are more likely than boys to provide negative, self-deprecating reasons for their failures.
KW - Academic self-concept
KW - causal attributions
KW - elementary school children
KW - gender differences
KW - relations
KW - Educational science
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=85015631482&partnerID=8YFLogxK
U2 - 10.1080/09669760.2017.1301806
DO - 10.1080/09669760.2017.1301806
M3 - Journal articles
AN - SCOPUS:85015631482
VL - 25
SP - 190
EP - 203
JO - International Journal of Early Years Education
JF - International Journal of Early Years Education
SN - 0966-9760
IS - 2
ER -