Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

verfasst von

Günter Faber

Abstract

Learners’ academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Develop-mentally, they will not only operate in a mutually reinforcing manner. Rather, self-concepts will directly affect learners’ outcome attributions in a particular academic setting. Current research in the English as a foreign language (EFL) context has increasingly analyzed learners’ attributions and self-concepts on a task-specific construct level. Nevertheless, there still exist certain research gaps in the field, particularly concerning learners’ grammar self-concept and attributions. Therefore, the present study aimed at analyzing longitudinal relations of prior performance and self-concept with subsequent attributions of grammar success and failure in a sample of preadolescent EFL learners. Findings demonstrated that attributional patterns mostly but not entirely depended on learners’ grammar self-concept. Poor performing learners holding a low self-concept displayed a maladaptive attribution pattern for explaining both grammar success and failure. Though not with respect to all causal factors, these findings largely confirm the crucial role of task-specific self-concept in longitudinally explaining related control beliefs in the EFL context.

Organisationseinheit(en)

Institut für Psychologie

Typ

Artikel

Journal

Studies in Second Language Learning and Teaching

Band

9

Seiten

633-656

Anzahl der Seiten

24

ISSN

2083-5205

Publikationsdatum

11.12.2019

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination, Sprache und Linguistik, Linguistik und Sprache

Elektronische Version(en)

https://doi.org/10.14746/ssllt.2019.9.4.4 (Zugang: Offen)
https://doi.org/10.15488/9395 (Zugang: Offen)