A longitudinal examination of African American adolescents' attributions about achievement outcomes.
A longitudinal examination of African American adolescents' attributions about achievement outcomes.
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对非裔美国青少年对成就结果的归因的纵向研究。
DOI：
10.1111/j.1467-8624.2011.01623.x
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发表时间：
2011
影响因子：
4.6
通讯作者：
Okeke-Adeyanju,Ndidi
中科院分区：
文献类型：
--
作者：
Swinton,AkilahD;Kurtz-Costes,Beth;Rowley,StephanieJ;Okeke-Adeyanju,Ndidi
在 115 名非裔美国青少年中纵向探讨了因果归因的发展、性别和学术领域差异以及归因对课堂参与的影响。在 8 年级和 11 年级，青少年报告了数学、英语、写作和科学方面成功和失败的原因。在 11 年级，英语和数学老师对学生的课堂参与度进行了评分。男孩比女孩更有可能将数学成功归因于高能力，并将英语失败归因于低能力。从八年级到十一年级，男女的数学能力归因都变得更加消极。 8 年级数学失败归因于能力不足与 11 年级数学课堂参与度呈负相关。结果说明了黑人青年动机信念的性别本质。
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.