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Academic self‐attributions for success and failure in mathematics and school refusal

2018; Wiley; Volume: 55; Issue: 4 Linguagem: Inglês

10.1002/pits.22117

1520-6807

Carolina Gonzálvez, Ricardo Sanmartín, María Vicent, Cándido J. Inglés, María del Pilar Aparicio Flores, José Manuel García-Fernández,

Early Childhood Education and Development

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.