Selbstkonzept, Kausalattributionen und Leistungsangst - Institut für ...

Zusammenfassung und Abstract
by spelling-specific self-concept. In a similar manner, the test anxiety scores are found to
be substantially related to general self-esteem and to school-related attitudes. Further multivariate
analyses can also show that teacher ratings do not sufficiently match their students’
self-reported anxiety scores – rather they seem to be substantially biased by knowledge
about students’ current spelling achievement. With respect to the failure and success attributions
there are significant acievement-dependent differences, which are, in turn, partly affected
by the self-concept variable. Low-achieving students with a negative self-concept
make causal attributions which demonstrate a stronger perception of uncontrollability and
helplessness in the spelling domain. And finally, the results of a structural equation modeling
analysis indicate the achievement variable (at the beginning of the school year) to be
causally predominant on the self-concept variable (at the end of the school year). In conclusion,
implications resulting from these findings for future research efforts and their preliminary
significance for spelling instruction in educational settings will be discussed.
Key Words: Spelling achievement, academic self-beliefs, self-concept, causal attributions,
test anxiety