Causal attributions in reading in chilean students of basic education. Analysis based on sex

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Published: Sep 1, 2019
DOI: https://doi.org/10.17060/ijodaep.2019.n1.v5.1631
Keywords:
causal attributions basic education sex differences

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Nelly Lagos San Martín
Universidad del Bío-Bío, Chile
Lucía Granados Alós
Universidad Internacional de Valencia
Aitana Fernández-Sogorb
Universidad de Alicante
David Aparisi Sierra
Universidad de Alicante

Abstract

The theory of attributions becomes important insofar as it is related to motivation. From a motivational perspective, the attributions made by students are directly related to self-concept, self-esteem and learning goals. The objective of this study was to establish if there are differences between causal attributions based on sex. To carry out the study, there were 1702 students from 20 Ñuble centers in Chile, 905 children (53.2%) and 797 girls (46.8%) between the ages of 10 and 12 (M = 10.06; SD = 1.05). . The evaluation was carried out with the Sydney Attribution Scale (SAS) which measures two academic areas on which attributions are carried out (Reading and Mathematics), two hypothetical results (success and failure) and three types of causes (capacity, effort and external causes). The data were analyzed from the calculation of differences in means and p tests to determine the presence of significant statistical differences. The results showed that girls attribute their successes more to ability, effort and external causes than children, as well as that children attribute their failures more to lack of effort. From the results it can be reported that there are statistically significant differences between the attributions of boys and girls. Being girls, who by the type of attributions, are more in danger in their self-esteem and children more in their expectations.

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How to Cite
Lagos San Martín, N., Granados Alós, L., Fernández-Sogorb, A., & Aparisi Sierra, D. (2019). Causal attributions in reading in chilean students of basic education. Analysis based on sex. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 5(1), 487–494. https://doi.org/10.17060/ijodaep.2019.n1.v5.1631
Issue
Vol. 5 No. 1 (2019): HEALTH, PSYCHOLOGY AND EDUCATION
Section
Articles
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Author Biographies

Aitana Fernández-Sogorb, Universidad de Alicante

Departamento de Psicología Evolutiva y Didáctica

David Aparisi Sierra, Universidad de Alicante

Departamento de Psicología Evolutiva y Didáctica,

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