Relación entre tipos sociométricos y autoatribución académica del fracaso en una muestra de españoles de Educación Secundaria

  1. Cándido J. Inglés 2
  2. D. Aparisi 1
  3. B. Delgado 1
  4. L. Granados 1
  5. José M. García-Fernández 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2017

Volumen: 15

Número: 42

Páginas: 398-421

Tipo: Artículo

DOI: 10.25115/EJREP.42.16073 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Electronic journal of research in educational psychology

Objetivos de desarrollo sostenible

Resumen

Introduction. The aim of this study was to analyze the relationship between sociometric types, behavioral categories and academic self-attribution of failure (Capacity, Effort or External Causes) in Reading, Mathematics and General. Method. A total sample of 1349 Spanish adolescents 12-16 year participed. Sociometric student identification was performed by the Programa Socio and for the analysis of academic self-attributions Sydney Attribution Scale (SAS; Marsh, 1984) was administered. Results. Results show that students nominated by their peers negatively obtained significantly higher scores on the self-attribution of failure to the Capacity and Effort in Reading, Mathematics and General than students positively nominated by their peers. Discussion and Conclusion. Sociometric types were a significant predictor of academic failure self-attributions as negatively students nominated by their peers were more likely to attribute academic failure to internal causes as the Capacity and Effort that positively nominees.

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Fuente de los datos: Dialnet