Validation of an Academic Self-Attribution Questionnaire for Primary and Secondary School Students: Implications of Gender and Grade

Ana I. Obregón-Cuesta, Paula Rodríguez-Fernández, Benito León-del-Barco, Santiago Mendo-Lázaro, Luis A. Mínguez-Mínguez, Josefa González-Santos and Jerónimo J. González-Bernal
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Ana I. Obregón-Cuesta: Department of Mathematics and Computing, University of Burgos, 09001 Burgos, Spain
Paula Rodríguez-Fernández: Faculty of Humanities and Social Sciences, Universidad Isabel I, 09003 Burgos, Spain
Benito León-del-Barco: Department of Psychology and Anthropology, University of Extremadura, 10071 Cáceres, Spain
Santiago Mendo-Lázaro: Department of Psychology and Anthropology, University of Extremadura, 10071 Cáceres, Spain
Luis A. Mínguez-Mínguez: Department of Education Sciences, University of Burgos, 09001 Burgos, Spain
Josefa González-Santos: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
Jerónimo J. González-Bernal: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain

IJERPH, 2022, vol. 19, issue 10, 1-12

Abstract: The 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.

Keywords: attributional styles; educational context; students; primary school; secondary school; gender (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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