Description

• Title:
  Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure
• Creator:
  Faber, Günter
• Description:
  Learners’ academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Develop­men­tally, 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.
• Object availability:
  free access
• Rights:
  Prawa autorskie (c) 2019 Günter Faber
• Date:
  2019.12.11
• Type:
  info:eu-repo/semantics/article;
  info:eu-repo/semantics/publishedVersion
• Language:
  English
• Source:
  Studies in Second Language Learning and Teaching; Vol. 9 No. 4 (2019); 633-656;
  Studies in Second Language Learning and Teaching; Tom 9 Nr 4 (2019); 633-656;
  2084-1965;
  2083-5205
• Format:
  application/pdf
• Publisher:
  Adam Mickiewicz University Poznan
• Relation: http://pressto.amu.edu.pl/index.php/ssllt/article/view/13329/20034
• Subject:
  causal attributions;
  self-concept;
  grammar performance;
  gender;
  grade level
• Identifier: http://pressto.amu.edu.pl/index.php/ssllt/article/view/13329
• Data provider:
  Platforma Otwartych Czasopism Naukowych UAM
• Can I use it?:
  seek permission
• Type:
  text