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

Eduardo Maria Moscato, Ana Isabel Obregón-Cuesta (), María José Zapatero-Moreno, Jerónimo J. González-Bernal, Jessica Fernández-Solana, Luis Alberto Mínguez-Mínguez (), Benito León-del-Barco, Santiago Mendo-Lázaro and Josefa González-Santos
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Eduardo Maria Moscato: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
Ana Isabel Obregón-Cuesta: Department of Mathematics and Computing, University of Burgos, 09001 Burgos, Spain
María José Zapatero-Moreno: Department of Mathematics and Computing, University of Burgos, 09001 Burgos, Spain
Jerónimo J. González-Bernal: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
Jessica Fernández-Solana: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
Luis Alberto Mínguez-Mínguez: Department of Education Sciences, University of Burgos, 09001 Burgos, Spain
Benito León-del-Barco: Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain
Santiago Mendo-Lázaro: Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain
Josefa González-Santos: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain

IJERPH, 2023, vol. 20, issue 3, 1-10

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

Keywords: educational context; attributional styles; students; middle and high school; gender (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2023
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