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

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 characteristic...

Descripción completa

Detalles Bibliográficos
Autores: Moscato, Eduardo María, Obregón Cuesta, Ana Isabel, Zapatero Moreno, María José, González Bernal, Jerónimo, Fernández Solana, Jessica, Mínguez Mínguez, Luis Alberto, León del Barco, Benito, Mendo-Lázaro, Santiago, González Santos, Josefa
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/7560
Acceso en línea:http://hdl.handle.net/10259/7560
Access Level:acceso abierto
Palabra clave:Educational context
Attributional styles
Students
Middle and high school
Gender
Educación
Enseñanza superior
Enseñanza secundaria
Education
Education, Higher
Education, Secondary
Descripción
Sumario: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.

Similares en LA Referencia