Akilah D. Swinton|Beth Kurtz?Costes|Stephanie J. Rowley|Ndidi Okeke?Adeyanju
A Longitudinal Examination of African American Adolescents’ Attributions About Achievement Outcomes
University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill|University of Michigan–Ann Arbor|University of North Carolina at Chapel Hill
developmental gender academic domain differences causal attributions influence attributions classroom engagement explored longitudinally 115 african american adolescents grades 8 11 adolescents reported attributions success failure math english writing science grade 11 english mathematics teachers rated students classroom engagement boys likely girls attribute math successes high ability attribute english failures low ability genders ability attributions math became negative eighth eleventh grades grade 8 attributions math failure lack ability negatively related grade 11 math classroom engagement results illustrate gendered nature motivational beliefs among black youth