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Download full textFaber, Günter – Studies in Second Language Learning and Teaching, 2019
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…
Descriptors: Self Concept, Academic Achievement, English (Second Language), Second Language Learning
