Relationship between successful attributions and academic failure in the area of language and school rejection in a sample of chilean students of secondary education
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Abstract
School refusal is a factor that can influence academic performance and the latter is closely related to the type of authority that the students at his school successes and failures. Objective: To assess the relationship between attributions of academic success and failure in Language and School Refusal in a sample of students in primary and secondary education. Method: A total of 1183 students from 15 schools of Dims, whose age range was 13-18 years (M = 16, SD = 1.32). The school rejection was assessed with the “School Refusal Assessment Scale -Revised “ (SARS -R) which measures the rejection to avoid stimuli that provoke negative affectivity, escape from aversive social or evaluative situations, to get attention and to get positive rewards tangible outside school. Causal attributions were assessed with the “Sydney Attribution Scale” (SAS) that assesses the perceptions of the subjects to make their self-attributions in Language, from three types of causes (ability, effort, and external causes) and two types of results ( success and failure ) . The results indicate statistically significant differences between high and low rejection School attributing academic success to external causes, as well as with low specifically attributing failure to internal causes to the capacity. Conclusions: These results confirm the relationship between the variables studied; warn about the importance of preventing school refusal, as well as the need to redirect causal attributions, especially those relating to academic failure.
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