Fatalism, Attributions of Failure and Academic Performance in Mapuche and Non-Mapuche Chilean Students
Abstract
This study investigated the role of fatalism as a cultural value orientation and causal attributions for past failure in the academic performance of high school students in the Araucania Region of Chile. Three thousand three hundred and fourty eight Mapuche and Non-Mapuche students participated in the study. Consistent with the Culture and Behavior model that guided the research, the test of causal models based on the analysis of structural equations show that academic performance is in part a function of variations in the level of fatalism, directly as well as indirectly through its influence in the attribution processes and failure-related emotions. In general, the model representing the proposed structure of relations among fatalism, attributions, and emotions as determinants of academic performance fit the data for both Mapuche and non-Mapuche students. However, results show that some of the relations in the model are different for students from these two ethnic groups. Finally, according to the results from the analysis of causal models, family SES appear to be the most important determinant of fatalism.Downloads
References
Alcalá, V., Camacho, M., Giner, D., Giner, J., & Ibáñez, E. (2006). Afectos y género. Psicothema, 18, (1), 143-148.
Bentler, P.M (1995). EQS: Structural equations program manual. Encino, CA: Multivariate Software.
Bentler, P.M. & Bonett, D.G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606.
Betancourt, H. (2004). Attribution-emotion processes in white’s realistic empathy approach to conflict and negotiation. Peace & Conflict, 10, (4), 369-380.
Betancourt, H. & Flynn, P. (2009). The psychology of health: physical Health and the role of culture in behavior. En F. Villarruel, G. Carlo, y J. Contreras Grau (Eds.), Handbook of US Latino Psychology (pp. 347-361). Thousand Oaks, CA: Sage Publications.
Betancourt, H. & Fuentes, J. L. (2001). Culture and Latino issues in health psychology. Handbook of Cultural Health Psychology. San Diego, CA: Academic Press.
Betancourt, H., Hardin, C., & Manzi, J. (1992). Beliefs, value orientation, and culture in attribution processes and helping behavior. Journal of Cross-Cultural Psychology, 23, 179-195.
Betancourt, H. & López, S. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48, 629-637.
Betancourt, H., Flynn, P. M., Riggs, M., & Garberoglio, C. (2010). A cultural research approach to instrument development: the case of breast and cervical cancer screening among Latino and Anglo women. Health Educ Res, 25(6), 991-1007. doi: 10.1093/her/cyq052
Betancourt, H. & Weiner, B. (1982). Attribution for achieveent-related event expectancy, and sentiments: A study of success and failure in Chile and the United States. Journal of Cross-Cultural Psychology, 14, 362-374.
Brody, L. & Hall, J. (2000). Gender, emotion and expresion. En M. Lewis y L.M. Haviland-Jones (eds.): Handbook of emotions (pp. 338-349). New York: Guilford Press.
Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. En: Bollen, K. A. y Long, J. S. (Eds.) Testing Structural Equation Models (pp. 136–162). Beverly Hills, CA: Sage
Davinson, C., Frakel, S., & Smith, G. D. (1992). The limits of lifestyle: re-assessing fatalism in the popular culture of illness prevention. Social Science Medicine, 34, 675-685.
Encuesta de Caracterización Socioeconómica, (2009). Estadísticas Nacionales. Extraído el 10 de mayo de 2010, desde http://www.mideplan.cl/casen/
Enesco, I., Guerrero, S., Lago, M., & Rodríguez, P. (2011). ¿Es estable la orientación afectiva de los niños hacia los diferentes grupos étnicos? Un estudio longitudinal de las actitudes intragrupo y exogrupo en niños de Escuela Infantil. Anales De Psicología, 27(3), 631-638. doi:10.6018/135191
Flynn, P. M., Betancourt, H., & Ormseth, S. R. (2011). Culture, emotion, and cancer screening: an integrative framework for investigating health behavior. Ann Behav Med, 42(1), 79-90. doi: 10.1007/s12160-011-9267-z
González, M. (1999). Creencia, Atribuciones y Autoeficacia en Profesores de Enseñanza Básica Municipalizada. Tesis para optar al grado de Doctor en Ciencias de la Educación. Pontificia Universidad Católica de Chile. Santiago.
González, M.E., Saiz, J.L. & Vizcarra, B. (1993). Atribuciones causales e inscripción electoral: Un estudio exploratorio en jóvenes universitarios. Documento de trabajo interno. Temuco: Departamento Psicología. UFRO.
Guzmán, M., Santiago-Rivera, A., & Haas, R. (2005) Understanding academic attitudes and achievement in Mexican-origin youths: Ethnic identity, other-group orientatiom and fatalism. Cultural Diversity and Ethnic Minority Psychology, 11, 3-15.
Hofstede, G. (2001). Culture’s consequences: Comparing values, behavior, institutions and organizations across nations. Thousand Oaks, CA: Sage Publications
Inglés, C. J., Díaz-Herrero, Á., García-Fernández, J. M., & Ruiz-Esteban, C. (2011). El género y el curso académico como predictores de las atribuciones en lectura y matemáticas en estudiantes de Educación Secundaria Obligatoria. Anales de Psicología, 27(2), 381-388. doi:10.6018/123001
Instituto Nacional de Estadísticas, (2012). Compendio Estadístico Año 2012. Extraído el 22 de mayo de 2013 desde http://www.ine.cl
Kluckholn, F. & Strodtbeck, F. (1961). Variations in Value Orientation. Evanston, IL: Row, Peterson.
Matute-Bianchi, M. E. (1986). Ethnic identity and patterns of school success and failure among Mexican-descent and Japanese-American students in a California high School: An ethnographic analysis. American Journal of Education, 95, 233-255.
McAuley, E., Duncan, T. E., & Russell, D. (1992). Measuring causal attributions: The Revised Causal Dimension Scale (CDSII). Personality and Social Psychology Bulletin, 18, 566-573.
McMillin-Williams, K. (2004). Culture and psychological influences on dia-betes prevention. Dissertation Abstracts International, 66 (10). (UMI No. 3191841).
Navarrete, B. (2006). Culture and achievement motivation in Latino and Anglo American high school students. Tesis (MA). Loma Linda University. School Of Science And Technology.
Noe, D., Rodríguez, J. & Zúñiga, I. (2005). Brecha étnica y influencia de los pares en el desempeño escolar: Evidencia para Chile. Serie Políticas Sociales (102). Santiago, Chile: División de Desarrollo Social, CEPAL.
Powe, B. (2001). Cancer fatalism among elderly African American women: Predictors of the intensity of the percetions. Journal of Psychosocial Oncology, 19, 85-95.
Programa de las Naciones Unidas para el Desarrollo, (2003). Índice de Desarrollo Humano en la Población Mapuche de la Región de La Araucanía. Temas de Desarrollo Sustentable, (8). Santiago, Chile
Scott-Lennox J.A. & Scott-Lennox R.D. (1995). Sex-race differences in social support and depression in older low-income adults. En Structural Equation Modeling: Concepts, Issues, and Applications. (Eds.) R.H. Hoyle, (pp. 199-216): Sage: Thousand Oaks, CA.
Sepúlveda, G. (2006). Informe de consultoría “Análisis de las condiciones que restringen la continuidad de estudios superiores de estudiantes secundarios indígenas”. Proyecto Rüpü, Universidad de La Frontera.
Skinner, C., Champion, V., Menon, U., & Seshandri, R. (2002). Racial and educational differences in ammmography-related preception among 1,336 nonadherent women. Journal of Psychosocial Oncology, 20, 1-18.
Tabachnick, B. & Fidell, L. (2001). Using Multivariate Stadistics. Fourth Edition. Boston: Allyn and Bacon.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 21, 3-25.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2019
2. The works are published in the online edition of the journal under a Creative Commons Attribution-NonCommercial 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
