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A longitudinal examination of Africa...

The University of North Carolina at Chapel Hill., Psychology.

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A longitudinal examination of African American adolescents' attributions about achievement outcomes.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A longitudinal examination of African American adolescents' attributions about achievement outcomes./
Author:	Swinton, Akilah D.
Description:	50 p.
Notes:	Adviser: Beth E. Kurtz-Costes.
Contained By:	Masters Abstracts International47-05.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=1463848
ISBN:	9781109114591

A longitudinal examination of African American adolescents' attributions about achievement outcomes.
Swinton, Akilah D.

A longitudinal examination of African American adolescents' attributions about achievement outcomes. - 50 p.

Adviser: Beth E. Kurtz-Costes.

Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2009.

Developmental, gender and academic domain differences in casual attributions and the influence of these attributions on classroom engagement were explored in 115 African American adolescents. Adolescents reported their attributions for success and failure in math, English/writing, and science, and their classroom engagement in eighth grade and eleventh grade. Ability attributions for math became more maladaptive from eighth to eleventh grade, and across grades, boys were generally more likely than girls to report adaptive math ability attributions. Compared to girls, boys were more likely to attribute English failure to low ability. Eighth grade success ability attributions were positively related to Grade 11 classroom engagement, whereas eighth and eleventh grade failure ability attributions were negatively related to engagement. Implications of the results in regard to the relationship between gender stereotypes and attributions are discussed.

ISBN: 9781109114591Subjects--Topical Terms:

1017673
Black Studies.

A longitudinal examination of African American adolescents' attributions about achievement outcomes.
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020 $a 9781109114591
035 $a (UMI)AAI1463848
035 $a AAI1463848
040 $a UMI $c UMI
100 1 $a Swinton, Akilah D. $3 1024147
245 1 2 $a A longitudinal examination of African American adolescents' attributions about achievement outcomes.
300 $a 50 p.
500 $a Adviser: Beth E. Kurtz-Costes.
500 $a Source: Masters Abstracts International, Volume: 47-05, page: .
502 $a Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2009.
520 $a Developmental, gender and academic domain differences in casual attributions and the influence of these attributions on classroom engagement were explored in 115 African American adolescents. Adolescents reported their attributions for success and failure in math, English/writing, and science, and their classroom engagement in eighth grade and eleventh grade. Ability attributions for math became more maladaptive from eighth to eleventh grade, and across grades, boys were generally more likely than girls to report adaptive math ability attributions. Compared to girls, boys were more likely to attribute English failure to low ability. Eighth grade success ability attributions were positively related to Grade 11 classroom engagement, whereas eighth and eleventh grade failure ability attributions were negatively related to engagement. Implications of the results in regard to the relationship between gender stereotypes and attributions are discussed.
590 $a School code: 0153.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0325
690 $a 0525
690 $a 0620
710 2 $a The University of North Carolina at Chapel Hill. $b Psychology. $3 1017867
773 0 $t Masters Abstracts International $g 47-05.
790 $a 0153
790 1 0 $a Kurtz-Costes, Beth E., $e advisor
790 1 0 $a McLoyd, Vonnie $e committee member
790 1 0 $a Meece, Judith $e committee member
791 $a M.A.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=1463848