2026-06-17T20:27:05Zhttps://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

00925njm 22002777a 4500 dc Moscato, Eduardo María author Obregón Cuesta, Ana Isabel author Zapatero Moreno, María José author González Bernal, Jerónimo author Fernández Solana, Jessica author Mínguez Mínguez, Luis Alberto author León del Barco, Benito author Mendo-Lázaro, Santiago author González Santos, Josefa author 2023-01 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. http://hdl.handle.net/10259/7560 10.3390/ijerph20032235 1660-4601 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