2026-09-08T06:51:31Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/76072023-03-29T06:38:10Zcom_10259_6688com_10259_5086com_10259_2604com_10259_4415com_10259_3989com_10259.4_106com_10259_4141col_10259_6689col_10259_4416col_10259_4142

Validation of an Academic Self-Attribution Questionnaire for Primary and Secondary School Students: Implications of Gender and Grade Obregón Cuesta, Ana Isabel Rodríguez Fernández, Paula León del Barco, Benito Mendo-Lázaro, Santiago Mínguez Mínguez, Luis Alberto González Santos, Josefa González Bernal, Jerónimo Attributional styles Educational context Students Primary school Secondary school Gender Educación Enseñanza primaria Enseñanza secundaria Psicología Education Education, Primary Education, Secondary Psychology The way in which students attribute causes to their successes and failures in school has important implications for their development. The objectives of our research were to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and to analyze the gender and grade differences in the ASFAQ data for primary and secondary school students in Spain. For the construction and analysis of the psychometric characteristics of the scale, an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were performed. To compare the ASFAQ scores based on gender and school year, a parametric t-test for independent samples and a one-way analysis of variance (ANOVA) was used. A total of 562 students in the fifth (n = 228) and sixth year (n = 186) of primary studies and the first (n = 134) and second year (n = 94) of secondary studies participated in the research. The results showed the adequate factorial structure, internal consistency, and validity of the ASFAQ, in addition to statistically significant differences by gender and school year. This research provides scientific evidence about the psychometric properties of the ASFAQ to assess and understand attributional style in the educational context, as well as current and consistent empirical evidence related to gender and grade differences in the attributional patterns of academic success and failure for primary and secondary school students. 2023-03-28T11:24:47Z 2023-03-28T11:24:47Z 2022-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://hdl.handle.net/10259/7607 10.3390/ijerph19106045 1660-4601 eng International Journal of Environmental Research and Public Health. 2022, V. 19, n. 10, 6045 https://doi.org/10.3390/ijerph19106045 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess application/pdf MDPI