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Attributional Style in Mathematics across Anxiety Profiles in Spanish Children

Author

Listed:
  • Aitana Fernández-Sogorb

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

  • María Vicent

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

  • Carolina Gonzálvez

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

  • Ricardo Sanmartín

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

  • Antonio Miguel Pérez-Sánchez

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

  • José Manuel García-Fernández

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

Abstract

This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 ( M = 9.68, SD = 1.20); 49.4% were girls. Four child anxiety profiles were obtained by the latent class analysis technique: Low Anxiety, Moderate Anxiety, High Anxiety, and Low Anxiety School-type. The four anxious groups significantly differed in all attributions of failure and in attributions of success to ability and effort, with effect sizes ranging from small to large ( d = 0.24 to 0.99). The group with the highest anxiety levels attributed its failures more to the lack of ability and effort, and less to external causes. This group attributed its successes less to ability and effort. However, the Low Anxiety School-type group attributed its failures more to external causes and its successes more to ability and effort. The practical implications of these findings suggest that applying cognitive-behavioral programs for anxiety with a component of attribution retraining could be useful to improve both anxiety levels and the maladaptive attributional pattern of each child anxiety profile.

Suggested Citation

  • Aitana Fernández-Sogorb & María Vicent & Carolina Gonzálvez & Ricardo Sanmartín & Antonio Miguel Pérez-Sánchez & José Manuel García-Fernández, 2020. "Attributional Style in Mathematics across Anxiety Profiles in Spanish Children," Sustainability, MDPI, vol. 12(3), pages 1-11, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:3:p:1173-:d:317313
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    References listed on IDEAS

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    1. Xinqiao Liu & Xueheng Gao & Siqing Ping, 2019. "Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance," Sustainability, MDPI, vol. 11(3), pages 1-18, February.
    2. Aoxue Su & Wei He & Taichao Huang, 2019. "Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis," Sustainability, MDPI, vol. 11(24), pages 1-16, December.
    3. Emma Carey & Amy Devine & Francesca Hill & Dénes Szűcs, 2017. "Differentiating anxiety forms and their role in academic performance from primary to secondary school," PLOS ONE, Public Library of Science, vol. 12(3), pages 1-20, March.
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    1. Aitana Fernández-Sogorb & Ricardo Sanmartín & María Vicent & José Manuel García-Fernández, 2020. "Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    2. Aitana Fernández-Sogorb & Ricardo Sanmartín & María Vicent & Carolina Gonzálvez, 2021. "Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress," IJERPH, MDPI, vol. 18(3), pages 1-15, January.

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