NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ722155
Record Type: Journal
Publication Date: 2006-Apr
Pages: 25
Abstractor: Author
Reference Count: 38
ISSN: ISSN-0144-3410
Development of Attributional Beliefs and Strategic Knowledge in Years 5?9: A Longitudinal Analysis
Chan, Lorna K.S.; Moore, Phillip J.
Educational Psychology, v26 n2 p161-185 Apr 2006
This paper reports on a three-year longitudinal study of students' attributional beliefs and strategic knowledge in school learning. Two cohorts of primary and high school students were followed for three years from Years 5-7 and 7-9, respectively. Data were collected each year on students' attributional beliefs regarding the reasons for their school success and failure, their knowledge and reported use of learning strategies, and academic achievement. Intervention programs were implemented in six Year 6 and seven Year 8 English classes in the second year of the longitudinal project. The intervention aimed to promote strategic learning in students through combining the teaching of learning strategies with attempts to change students' attributional beliefs. In the third year of the project, the intervention continued in three Year 7 and three Year 9 English classes as well as in three Year 7 and one Year 9 mathematics classes. This paper focuses on the causal influences of prior measures of attributional beliefs, strategic knowledge, and achievement on measures taken in the following year. Results of the differential patterns of causal influence of these measures for intervention and non-intervention students are reported.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia