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Psychometric Analysis of an Academic Self-Attribution Questionnaire in Middle and High School Students in Italy: Implications of Gender and Age

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  • Eduardo Maria Moscato

    (Department of Health Sciences, University of Burgos, 09001 Burgos, Spain)

  • Ana Isabel Obregón-Cuesta

    (Department of Mathematics and Computing, University of Burgos, 09001 Burgos, Spain)

  • María José Zapatero-Moreno

    (Department of Mathematics and Computing, University of Burgos, 09001 Burgos, Spain)

  • Jerónimo J. González-Bernal

    (Department of Health Sciences, University of Burgos, 09001 Burgos, Spain)

  • Jessica Fernández-Solana

    (Department of Health Sciences, University of Burgos, 09001 Burgos, Spain)

  • Luis Alberto Mínguez-Mínguez

    (Department of Education Sciences, University of Burgos, 09001 Burgos, Spain)

  • Benito León-del-Barco

    (Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain)

  • Santiago Mendo-Lázaro

    (Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain)

  • Josefa González-Santos

    (Department of Health Sciences, University of Burgos, 09001 Burgos, Spain)

Abstract

This research aimed to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and analyze gender and age differences in middle and high school students in Italy. Methods: From the ASFAQ questionnaire validated with Spanish students, an analysis of the psychometric characteristics of the scale was carried out using a Confirmatory Factor Analysis (CFA). To compare ASFAQ scores by gender and school year, the independent samples parametric t-test and Pearson’s coincidence test were used. (3) Results: in total, 976 students participated in the research, of which 515 were middle school students and 461 were high school students. The results showed a validity of the ASFAQ for Italian students, in addition to statistically significant differences between males and females, and school year. (4) Conclusions: The ASFAQ is reliable and valid to assess the attributional styles of academic success and failure in an Italian context. There are significant differences in sex and school year, and a consequence with age

Suggested Citation

  • Eduardo Maria Moscato & Ana Isabel Obregón-Cuesta & María José Zapatero-Moreno & Jerónimo J. González-Bernal & Jessica Fernández-Solana & Luis Alberto Mínguez-Mínguez & Benito León-del-Barco & Santiag, 2023. "Psychometric Analysis of an Academic Self-Attribution Questionnaire in Middle and High School Students in Italy: Implications of Gender and Age," IJERPH, MDPI, vol. 20(3), pages 1-10, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:3:p:2235-:d:1047748
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    References listed on IDEAS

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    1. Weiner, Bernard, 2000. "Attributional Thoughts about Consumer Behavior," Journal of Consumer Research, Journal of Consumer Research Inc., vol. 27(3), pages 382-387, December.
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