Abstract:This study investigated longitudinal associations between mathematics- and literacy-related causal attributions and self-concepts of ability among Finnish adolescents (N = 237). Questionnaires were administered to adolescents in Grades 7 and 9 to obtain information on their causal attributions and self-concepts of ability. The results showed that adolescents attributed their successes and failures in a self-consistent way. Specifically, self-concepts of ability predicted subsequent causal attributions in both school subjects. In mathematics, a higher self-concept of ability contributed to more self-enhancing and self-protective attributions. However, in both school subjects, a lower self-concept of ability contributed to more maladaptive attributions.

中文翻译：

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青少年的特定领域能力自我概念预测其特定领域因果归因：一项纵向研究

摘要：本研究调查了芬兰青少年（N = 237）与数学和读写相关的因果归因和能力自我概念之间的纵向联系。对7年级和9年级的青少年进行了问卷调查，以获取有关其因果归因和能力自我概念的信息。结果表明，青少年以自洽的方式归因于他们的成功和失败。具体而言，能力的自我概念预测了这两个学校科目的随后的因果归因。在数学中，能力的更高自我概念有助于更多的自我增强和自我保护归因。但是，在这两个学校的科目中，能力的自我概念越低，则归因于适应不良的原因就越多。