Academic self‐attributions for success and failure in mathematics and school refusal

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Title: Academic self‐attributions for success and failure in mathematics and school refusal
Authors: Gonzálvez, Carolina | Sanmartín, Ricardo | Vicent, María | Inglés, Cándido J. | Aparicio Flores, Pilar | García-Fernández, José Manuel
Research Group/s: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Academic self-attributions | Mathematics | School refusal
Knowledge Area: Didáctica y Organización Escolar | Psicología Evolutiva y de la Educación
Issue Date: Apr-2018
Publisher: Wiley Periodicals
Citation: Psychology in the Schools. 2018, 55(4): 366-376. doi:10.1002/pits.22117
Abstract: The aim of this research is twofold: to analyze the mean differences scores in mathematic self‐attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale‐Revised were administered to 1078 Spanish students (50.8% boys) aged between 8 and 11 years (M = 9.63; SD = 1.12). School refusers based on negative affect or anxiety attributed their failures more to the lack of capacity and effort, whereas students searching for tangible reinforcements outside of the school were more likely to attribute their successes to capacity. In turn, academic attributions acted as both positive and negative predictors of high‐school refusal. Results are discussed considering more adaptive attributional styles.
Sponsor: Ministerio de Economía y Competitividad, Grant/Award Number: EDU2012-35124; Universidad de Alicante, Grant/Award Numbers: GRE16-07,FPU, 2015-5995.
ISSN: 0033-3085 (Print) | 1520-6807 (Online)
DOI: 10.1002/pits.22117
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2018 Wiley Periodicals, Inc.
Peer Review: si
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Appears in Collections:INV - SOCEDU - Artículos de Revistas

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