RT info:eu-repo/semantics/article T1 Validation of an Academic Self-Attribution Questionnaire for Primary and Secondary School Students: Implications of Gender and Grade A1 Obregón Cuesta, Ana Isabel A1 Rodríguez Fernández, Paula A1 León del Barco, Benito A1 Mendo-Lázaro, Santiago A1 Mínguez Mínguez, Luis Alberto A1 González Santos, Josefa A1 González Bernal, Jerónimo K1 Attributional styles K1 Educational context K1 Students K1 Primary school K1 Secondary school K1 Gender K1 Educación K1 Education K1 Enseñanza primaria K1 Education, Primary K1 Enseñanza secundaria K1 Education, Secondary K1 Psicología K1 Psychology AB The way in which students attribute causes to their successes and failures in school hasimportant implications for their development. The objectives of our research were to validate theAcademic Success and Failure Attribution Questionnaire (ASFAQ) and to analyze the gender andgrade differences in the ASFAQ data for primary and secondary school students in Spain. Forthe construction and analysis of the psychometric characteristics of the scale, an exploratory factoranalysis (EFA) and a confirmatory factor analysis (CFA) were performed. To compare the ASFAQscores based on gender and school year, a parametric t-test for independent samples and a one-wayanalysis 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 studiesparticipated 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 schoolyear. This research provides scientific evidence about the psychometric properties of the ASFAQ toassess and understand attributional style in the educational context, as well as current and consistentempirical evidence related to gender and grade differences in the attributional patterns of academicsuccess and failure for primary and secondary school students. PB MDPI YR 2022 FD 2022-05 LK http://hdl.handle.net/10259/7607 UL http://hdl.handle.net/10259/7607 LA eng DS Repositorio Institucional de la Universidad de Burgos RD 29-mar-2024