2026-06-10T11:51:53Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/75602023-03-21T01:05:25Zcom_10259_6688com_10259_5086com_10259_2604com_10259_4415com_10259_3989com_10259.4_106com_10259_6229com_10259_4534com_10259_4141col_10259_6689col_10259_4416col_10259_6230col_10259_4142

Moscato, Eduardo María Obregón Cuesta, Ana Isabel Zapatero Moreno, María José González Bernal, Jerónimo Fernández Solana, Jessica Mínguez Mínguez, Luis Alberto León del Barco, Benito Mendo-Lázaro, Santiago González Santos, Josefa 2023-03-20T08:26:29Z 2023-03-20T08:26:29Z 2023-01 http://hdl.handle.net/10259/7560 10.3390/ijerph20032235 1660-4601 This research aimed to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and analyze gender and age differences in middle and high school students in Italy. Methods: From the ASFAQ questionnaire validated with Spanish students, an analysis of the psychometric characteristics of the scale was carried out using a Confirmatory Factor Analysis (CFA). To compare ASFAQ scores by gender and school year, the independent samples parametric t-test and Pearson’s coincidence test were used. (3) Results: in total, 976 students participated in the research, of which 515 were middle school students and 461 were high school students. The results showed a validity of the ASFAQ for Italian students, in addition to statistically significant differences between males and females, and school year. (4) Conclusions: The ASFAQ is reliable and valid to assess the attributional styles of academic success and failure in an Italian context. There are significant differences in sex and school year, and a consequence with age. eng http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional Educational context Attributional styles Students Middle and high school Gender Psychometric Analysis of an Academic Self-Attribution Questionnaire in Middle and High School Students in Italy: Implications of Gender and Age info:eu-repo/semantics/article