A1 Journal article (refereed)
Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study (2018)

Clem, A.-L., Aunola, K., Hirvonen, R., Määttä, S., Nurmi, J.-E., & Kiuru, N. (2018). Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study. Merrill-Palmer Quarterly, 64(4), 539-569. https://doi.org/10.13110/merrpalmquar1982.64.4.0539

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Publication details

All authors or editors: Clem, Anna-Leena; Aunola, Kaisa; Hirvonen, Riikka; Määttä, Sami; Nurmi, Jari-Erik; Kiuru, Noona

Journal or series: Merrill-Palmer Quarterly

ISSN: 0272-930X

eISSN: 1535-0266

Publication year: 2018

Volume: 64

Issue number: 4

Pages range: 539-569

Publisher: Wayne State University Press

Publication country: United States

Publication language: English

DOI: https://doi.org/10.13110/merrpalmquar1982.64.4.0539

Publication open access: Not open

Publication channel open access:

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.

Keywords: numerical literacy; literacy; self image; capability; teenagers; attribution theory

Free keywords: numeracy; mathematics education; academic self concept; adolescents

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Ministry reporting: Yes

Reporting Year: 2018

JUFO rating: 1