2024-03-29T02:14:14Zhttps://riubu.ubu.es/oai/requestoai: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
2023-01
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.
application/pdf
http://hdl.handle.net/10259/7560
eng
MDPI
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
TEXT
RIUBU. Repositorio Institucional de la Universidad de Burgos
Hispana