TY  - JOUR
A1  - Heyder, Anke
A1  - Brunner, Martin
T1  - Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students
BT  - Commonalities and differences between academic domains
JF  - Learning and individual differences
N2  - Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the extent to which aptitude causes achievement moderated the achievement-helplessness relation in students and whether there were differences between math and German. Multilevel analyses revealed that low prior achievement predicted higher helplessness in both subjects but the effect was stronger in math than in German. Teachers' beliefs amplified the achievement-helplessness relation in math but not in German. Results are discussed regarding domain-specific epistemological beliefs, and implications for research and practice are derived.
KW  - Helplessness
KW  - Teacher beliefs
KW  - Aptitude
KW  - Attribution theory
KW  - Domain differences
Y1  - 2018
U6  - https://doi.org/10.1016/j.lindif.2018.01.015
SN  - 1041-6080
SN  - 1873-3425
VL  - 62
SP  - 118
EP  - 127
PB  - Elsevier
CY  - Amsterdam
ER  -