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

Aldizkaria:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Argitalpen urtea: 2017

Alea: 15

Zenbakia: 42

Orrialdeak: 398-421

Mota: Artikulua

DOI: 10.25115/EJREP.42.16073 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Electronic journal of research in educational psychology

Garapen Iraunkorreko Helburuak

Laburpena

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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