A longitudinal developmental analysis of students’ causality beliefs about school performance
- 30 May 2013
- journal article
- research article
- Published by Springer Nature in European Journal of Psychology of Education
- Vol. 29 (1) , 159-173
Abstract
No abstract availableKeywords
This publication has 29 references indexed in Scilit:
- Influences of children's and adolescents' action-control processes on school achievement, peer relationships, and coping with challenging life eventsNew Directions for Child and Adolescent Development, 2011
- Perceived control and academic performance: A comparison of high- and low-performing children on within-person change patternsInternational Journal of Behavioral Development, 2002
- Japanese Children’s Action-Control Beliefs about School PerformanceInternational Journal of Behavioral Development, 1997
- A review of attribution theory in achievement contextsEducational Psychology Review, 1991
- Age Differences in the Dimensions of Perceived Control during Middle Childhood: Implications for Developmental Conceptualizations and ResearchChild Development, 1990
- Self-other differences in children's perceptions about the causes of important events.Journal of Personality and Social Psychology, 1990
- Resolution of a developmental paradox: How can perceived internality increase, decrease, and remain the same across middle childhood?Developmental Psychology, 1987
- Illusory contingency in children at the state fair.Developmental Psychology, 1981
- Developmental change in perceived control: Recognizing noncontingency in the laboratory and perceiving it in the world.Developmental Psychology, 1980
- The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More AbilityChild Development, 1978