Causal Attribution Systems on School Failure of Students and Teachers at Compulsory Secondary School
School success and failure are related to the construction of reality by the actors involved in the teaching process. Causal attributions can help to know how the educational and social reality experienced by the agents involved is being constructed. This article shows a mixed, descriptive and inter...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Institución: | Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Repositorio: | Revista Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/398 |
| Acceso en línea: | https://revistas.pucese.edu.ec/hallazgos21/article/view/398 |
| Access Level: | acceso abierto |
| Palabra clave: | atribución causal; fracaso escolar; educación secundaria; percepción docente; percepción estudiantil. causal attribution; school failure; secondary education; teachers’ perception; students’ perception. |
| Sumario: | School success and failure are related to the construction of reality by the actors involved in the teaching process. Causal attributions can help to know how the educational and social reality experienced by the agents involved is being constructed. This article shows a mixed, descriptive and interpretive investigation, where the causal attribution systems of students and teachers of Secondary Education Institutes are analyzed and differences are explored according to sex, repetition, compulsory Secondary Education (ESO) course and the students´ socioeconomic level; and according to the years of teaching experience, if they teach in ordinary groups or for students with difficulties and according to the socioeconomic level. For this purpose, an ad hoc causal attribution scale and interviews with the participants were used through focus groups with the data obtained from the scales. The results show a strong attribution to student effort and teacher performance by students and teachers that was ratified in the focus groups. |
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