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dc.contributor.authorObregón Cuesta, Ana Isabel 
dc.contributor.authorRodríguez Fernández, Paula 
dc.contributor.authorLeón del Barco, Benito
dc.contributor.authorMendo-Lázaro, Santiago
dc.contributor.authorMínguez Mínguez, Luis Alberto 
dc.contributor.authorGonzález Santos, Josefa 
dc.contributor.authorGonzález Bernal, Jerónimo 
dc.date.accessioned2023-03-28T11:24:47Z
dc.date.available2023-03-28T11:24:47Z
dc.date.issued2022-05
dc.identifier.urihttp://hdl.handle.net/10259/7607
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherMDPIen
dc.relation.ispartofInternational Journal of Environmental Research and Public Health. 2022, V. 19, n. 10, 6045en
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectAttributional stylesen
dc.subjectEducational contexten
dc.subjectStudentsen
dc.subjectPrimary schoolen
dc.subjectSecondary schoolen
dc.subjectGenderen
dc.subject.otherEducaciónes
dc.subject.otherEducationen
dc.subject.otherEnseñanza primariaes
dc.subject.otherEducation, Primaryen
dc.subject.otherEnseñanza secundariaes
dc.subject.otherEducation, Secondaryen
dc.subject.otherPsicologíaes
dc.subject.otherPsychologyen
dc.titleValidation of an Academic Self-Attribution Questionnaire for Primary and Secondary School Students: Implications of Gender and Gradeen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/ijerph19106045es
dc.identifier.doi10.3390/ijerph19106045
dc.identifier.essn1660-4601
dc.journal.titleInternational Journal of Environmental Research and Public Healthen
dc.volume.number19es
dc.issue.number10es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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