Academic Self-Attributions for Success and Failure in Mathematics and School Refusal

Autor/inn/en	Gonzálvez, Carolina; Sanmartín, Ricardo; Vicent, María; Inglés, Cándido J.; Aparicio-Flores, M. Pilar; García-Fernández, José M.
Titel	Academic Self-Attributions for Success and Failure in Mathematics and School Refusal
Quelle	In: Psychology in the Schools, 55 (2018) 4, S.366-376 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzálvez, Carolina) ORCID (Sanmartín, Ricardo) ORCID (Vicent, María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22117
Schlagwörter	Mathematics Skills; Scores; Self Concept; Attribution Theory; Student Attitudes; Predictor Variables; Foreign Countries; Student Surveys; Children; Preadolescents; Negative Attitudes; Anxiety; Academic Failure; Academic Ability; Success; High School Students; Spain + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; Schülerverhalten; Prädiktor; Ausland; Schülerbefragung; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Negative Fixierung; Angst; Erfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanien
Abstract	The aim of this research is twofold: to analyze the mean differences scores in mathematic self-attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale-Revised were administered to 1078 Spanish students (50.8% boys) aged between 8 and 11 years (M = 9.63; SD = 1.12). School refusers based on negative affect or anxiety attributed their failures more to the lack of capacity and effort, whereas students searching for tangible reinforcements outside of the school were more likely to attribute their successes to capacity. In turn, academic attributions acted as both positive and negative predictors of high-school refusal. Results are discussed considering more adaptive attributional styles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01