Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/7560
Título
Psychometric Analysis of an Academic Self-Attribution Questionnaire in Middle and High School Students in Italy: Implications of Gender and Age
Autor
Publicado en
International Journal of Environmental Research and Public Health. 2023, V. 20, n. 3, 2235
Editorial
MDPI
Fecha de publicación
2023-01
DOI
10.3390/ijerph20032235
Resumen
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.
Palabras clave
Educational context
Attributional styles
Students
Middle and high school
Gender
Materia
Educación
Education
Enseñanza superior
Education, Higher
Enseñanza secundaria
Education, Secondary
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