Resumo

FARIA, Luísa. Personal conceptiond of intelligence, attributions and school achievement: development of a comprehensive model of inter-relations during adolescence. Psicologia [online]. 1998, vol.12, n.1, pp.101-113. ISSN 0874-2049.  https://doi.org/10.17575/rpsicol.v12i1.575.

A comprehensive model of achievement motivation during adolescence, in which the inter-relations among personal conceptions of intelligence, attributional dimensions and school achievement (grade point average) are analysed, was tested using the structural equations modeling Lisrel. The hypothetical model to be tested presents, as independent or predictive variables, personal conceptions of intelligence and school achievement in the first moment of evaluation of a two-wave longitudinal sequential study, and as dependent explainable variables, either attributional dimensions in both moments of evaluation, and personal conceptions of intelligence and school achievement in the second moment of evaluation. The main results point to: the direct and positive influence of school achievement in the first moment of evaluation on personal conceptions of intelligence in the second moment; the importance of controllability as a causal dimension, with a predicting role over the other two causal dimensions, and the predominantly direct influences among variables, contrarily to our predictions, that pointed to the existence of mediating relations among variables. The school achievement (grade point average) proved to be a highly predictive variable over the motivational variables, in the Portuguese school context, confirming in this point the results obtained in other cultural contexts.

Palavras-chave : inteligência; atribuição; rendimento escolar.

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