African American Boys' and Girls' Causal Attributions about Math, English, and Science are Shaped by Gender Stereotypes, Influence Classroom Engagement, and Change across the High School Years
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منابع مشابه
A longitudinal examination of African American adolescents' attributions about achievement outcomes.
Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom en...
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تاریخ انتشار 2011