Predicting anxiety to failure and conflict with attributions in mathematics

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Revista INFAD. Número 1, volumen 2 de 2023
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Published: Jul 11, 2023
DOI: https://doi.org/10.17060/ijodaep.2023.n1.v1.2482
Keywords:
school anxiety failure violence attribution

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Aitana Fernández Sogorb
Universidad de Alicante
Carlos Edisson Jiménez Ayala
Universidad Central del Ecuador
Nancy Isabel Cargua García
Universidad Central del Ecuador
Nuria Antón Ros
Universidad de Alicante

Abstract

Throughout their schooling, many students manifest both anxiety when anticipating school failures and conflicts, and attributions to their academic results that may be far from reality. Given that these students need to recover their enthusiasm for learning and living together in the educational field, the relationship between anxiety and attributions must be deepened. This study aimed to analyze the probability of experiencing anxiety to school failure and conflict according to the tendency to attribute the academic results in mathematics. 715 students whose ages ranged from 12 to 18 years old (M =14.59; SD = 1.78) participated. The sample answered to the School Anxiety Inventory, specifically to the dimensions referring to anxiety about failure and conflict, and they also completed the Sydney Attribution Scale. It was obtained that those students who tend to attribute their negative results in the area of mathematics to internal causes have a greater probability of experiencing anxiety to failures and conflicts.  In addition, students who tend to attribute their positive results to internal and external causes are less likely to experience anxiety to school failures and conflicts. As a conclusion, for didactic programs it should be considered that time should be spent making students reflect on the real causes of their results in mathematics, and thus being able to prevent them from expressing anxiety about failure and conflict.

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How to Cite
Fernández Sogorb, A., Jiménez Ayala, C. E., Cargua García, N. I., & Antón Ros, N. (2023). Predicting anxiety to failure and conflict with attributions in mathematics. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 69–78. https://doi.org/10.17060/ijodaep.2023.n1.v1.2482
Issue
Vol. 1 No. 1 (2023): ABOUT THE SOCIAL AND THE MENTAL HEALTH
Section
Articles
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Author Biographies

Aitana Fernández Sogorb, Universidad de Alicante

Universidad de Alicante

Carlos Edisson Jiménez Ayala, Universidad Central del Ecuador

Universidad Central del Ecuador

Nancy Isabel Cargua García, Universidad Central del Ecuador

Universidad Central del Ecuador

Nuria Antón Ros, Universidad de Alicante

Universidad de Alicante

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