Differences in academic attributions in language in base of the positive affect

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Published: Jul 2, 2016
DOI: https://doi.org/10.17060/ijodaep.2016.n1.v2.184
Keywords:
positive affect academic attributions language primary education PANAS

Main Article Content

Ricardo Sanmartín
UNIVERSIDAD DE ALICANTE
Cándido J. Inglés
Universidad Miguel Hernández de Elche
María Vicent
Universidad de Alicante
Carolina Gonzálvez
Universidad de Alicante
José Manuel García-Fernández
Universidad de Alicante

Abstract

The goal of this study was to know if Spanish children with high scores in positive affect (PA) had statistically significant differences with the students with low scores in PA in the six dimensions that formed the language area of the academic attributions (Success: ability, effort and external causes; Failure: ability, effort and external causes). The sample was formed by 862 students, between 8 and 11 years old. The language subscale of the Sydney Attribution Scale (SAS) and the positive affect subscale of the short version of the Positive And Negative Affect Schedule for Children (PANAS-C) were used. The Student T-test showed that participants with high levels of PA significantly had higher means in language attributions to success and failure due to external causes. On the other hand, students with low scores in PA significantly obtained higher means in language attributions to failure due to ability and effort. These results widen the previous existing literature and give the opportunity to make bigger the field of affect and academic attributions.

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How to Cite
Sanmartín, R., Inglés, C. J., Vicent, M., Gonzálvez, C., & García-Fernández, J. M. (2016). Differences in academic attributions in language in base of the positive affect. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 143–150. https://doi.org/10.17060/ijodaep.2016.n1.v2.184
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Vol. 2 No. 1 (2016): PSYCHOLOGY, SCIENCE AND PROFESSION: LOOKING TO THE FUTURE.
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Articles
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