Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Academic Failure | 1 |
| Attribution Theory | 1 |
| Correlation | 1 |
| Elementary School Students | 1 |
| Foreign Countries | 1 |
| Gender Differences | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Likert Scales | 1 |
| Questionnaires | 1 |
| More ▼ | |
Source
| International Journal of… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Self Description Questionnaire | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkLohbeck, Annette; Grube, Dietmar; Moschner, Barbara – International Journal of Early Years Education, 2017
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…
Descriptors: Attribution Theory, Self Concept, Academic Achievement, Academic Failure
