Stability in Parents' Causal Attributions for Their Children's Academic Performance: A Nine-Year Follow-up
Enlund, E., Aunola, K., & Nurmi, J.-E. (2015). Stability in Parents' Causal Attributions for Their Children's Academic Performance: A Nine-Year Follow-up. Merrill-Palmer Quarterly, 61(4), 509-536. https://doi.org/10.13110/merrpalmquar1982.61.4.0509
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Merrill-Palmer QuarterlyDate
2015Copyright
© 2015 by Wayne State University Press. Published in this repository with the kind permission of the publisher.
This study investigated the interindividual stability and mean-level changes in
parents’ causal attributions for their children’s academic performance across a
9-year period from the first year in primary school (Grade 1, age 7) to the end
of lower secondary school (Grade 9, age 16). In all, 212 children participated
in the study. The results showed that, after we controlled for the children’s level of
academic performance, the parents made fairly similar causal attributions when
their children were in the ninth grade as they did in the first grade. Changes in
the mean-level happened in only external attributions. Further, the differences
between mothers and fathers in the stability of their causal attributions, and with
regard to girls vs. boys, were minor. The results support the notion that parents’
attributional styles may play an important role in their causal attributions for their
children’s academic performance.
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Wayne State University PressISSN Search the Publication Forum
0272-930XPublication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/25277905
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