Gender and grade level as predictors of attributions in reading and mathematics in students of Compulsory Secondary Education

  • Cándido J. Inglés Universidad Miguel Hernández de Elche
  • Ángela Díaz Herrero Universidad de Murcia
  • José M. GarcíaFernández Universidad de Alicante
  • Cecilia Ruiz Esteban Universidad de Murcia
Keywords: adolescence, academic causal attributions, reading, mathe-matics, gender, grade

Abstract

This study analyzed the predictive role of the gender and grade level on academic self-attributions in language and mathematics. The Sydney Attribution Scale (SAS) was administered to 2,022 students from grades 7 to 10. Logistic regression analyses indicated that gender and grade were statistically significant predictors of academic self-attributions, al-though the results varied for each of the scales of the SAS. The results showed that the causal attributions were different in boys and girls de-pending on the academic content area. The boys showed a more positive attributional style in mathematics while girls showed more positive aca-demic self-attributions in reading. It was also noted that in the higher grades, both boys and girls, further attributed their failures in reading and math to internal causes.

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Author Biography

Cándido J. Inglés, Universidad Miguel Hernández de Elche
Área de Psicología Evolutiva y de la Educación. Dpto. de Psicología de la Salud
How to Cite
Inglés, C. J., Díaz Herrero, Ángela, GarcíaFernández, J. M., & Ruiz Esteban, C. (1). Gender and grade level as predictors of attributions in reading and mathematics in students of Compulsory Secondary Education. Anales De Psicología / Annals of Psychology, 27(2), 381-388. Retrieved from https://revistas.um.es/analesps/article/view/123001
Section
Developmental and Educational Psychology

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