Psychometric Analysis of an Academic Self-Attribution Questionnaire in Middle and High School Students in Italy: Implications of Gender and Age

Author:

Moscato Eduardo Maria1,Obregón-Cuesta Ana Isabel2ORCID,Zapatero-Moreno María José2,González-Bernal Jerónimo J.1ORCID,Fernández-Solana Jessica1ORCID,Mínguez-Mínguez Luis Alberto3,León-del-Barco Benito4ORCID,Mendo-Lázaro Santiago4ORCID,González-Santos Josefa1

Affiliation:

1. Department of Health Sciences, University of Burgos, 09001 Burgos, Spain

2. Department of Mathematics and Computing, University of Burgos, 09001 Burgos, Spain

3. Department of Education Sciences, University of Burgos, 09001 Burgos, Spain

4. Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain

Abstract

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

Publisher

MDPI AG

Subject

Health, Toxicology and Mutagenesis,Public Health, Environmental and Occupational Health

Reference49 articles.

1. Stile attributivo, motivazione ad apprendere ed atteggiamento strategico;Una Rass. Psicol. Clin. Dello Svilupp.,2002

2. Differenze di genere nelle strategie di apprendimento e nella prospettiva temporale: Una ricerca esplorativa nella scuola secondaria di secondo grado;Rossi;Orientamenti Pedagog.,2021

3. Forgas, J.P. (1995). Comportamento Interpersonale, Armando Editore. La psicologia dell´interazione sociale.

4. Sorrentino, R., and Higgins, E. (1986). Handbook of Motivation and Cognition: Foundations of Social Behavior, Guilford Press.

5. Attribution Theory;Weiner;The Corsini Encyclopedia of Psychology,2010

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3