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Attribution of perceived achievement in school in general and in maths and verbal areas: relations with academic self‐concept and self‐esteem
Author(s) -
Skaalvik Einar M.
Publication year - 1994
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1994.tb01090.x
Subject(s) - norwegian , attribution , psychology , self concept , self esteem , developmental psychology , academic achievement , self , social psychology , mathematics education , philosophy , linguistics
This study examined 6th ( N =350) and 9th ( N =352) grade Norwegian students' attributions of their perceived results in school in general and in mathematics and language arts (Norwegian) in particular. Strong self‐serving attributional biases were found both for perceived results in school in general and for results in maths and Norwegian. Also, students who had high maths self‐concept and low verbal self‐concept or low maths self‐concept and high verbal self‐concept attributed their perceived results in the two school subjects differently and according to a self‐serving prediction. Sixth grade students with low academic self‐concept had higher self‐esteem if they attributed their results in school to effort or external causes than if they attributed their results to ability. Among 9th grade students attributions were not systematically related to self‐esteem.