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Peer reviewed Peer reviewed
ERIC Number: EJ485751
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Self-Concept, Attributional Beliefs, and School Achievement: A Longitudinal Analysis.
Kurtz-Costes, Beth E.; Schneider, Wolfgang
Contemporary Educational Psychology, v19 n2 p199-216 Apr 1994
The relationship between academic self-concept and achievement was examined longitudinally for 46 children at ages 8 and 10. A bidirectional relationship operated between self-concept and achievement. Success attributions to ability were positively related to self-concept and achievement but were not a direct predictor of achievement. (SLD)
Descriptors: Ability, Academic Achievement, Attribution Theory, Beliefs, Causal Models, Elementary Education, Elementary School Students, Grades (Scholastic), Longitudinal Studies, Predictor Variables, Self Concept
Publication Type: Reports - Research; Speeches/Meeting Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Version of a paper presented at the Annual Meeting of the American Educational Research Assn. (San Francisco, CA, March 27-31, 1989).