Relationship between academic self-concept, causal attribution for success and raílure,
Descripción del Articulo
Relationship between academic self-concept, causal attribution for success and raílure, and academic achievement in pre-adolescents. This study shows the relationship between the variables mentioned above in 284 primary school students in Lima (5"' aI)d 6"' grades). The Self Desc...
| Autor: | |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2005 |
| Institución: | Pontificia Universidad Católica del Perú |
| Repositorio: | Revistas - Pontificia Universidad Católica del Perú |
| Lenguaje: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/978 |
| Enlace del recurso: | http://revistas.pucp.edu.pe/index.php/psicologia/article/view/978 |
| Nivel de acceso: | acceso abierto |
| Materia: | Academic self-concept causal attribution for success and failure academic Autoconcepto académico atribuciones de éxito y fracaso rendimiento académico |
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Relationship between academic self-concept, causal attribution for success and raílure,Relaciones entre autoconcepto académico, atribuciones de éxito y fracaso, y rendimiento académico en escolares preadolescentesMoreano, GiovannaAcademic self-conceptcausal attribution for success and failureacademicAutoconcepto académicoatribuciones de éxito y fracasorendimiento académicoRelationship between academic self-concept, causal attribution for success and raílure, and academic achievement in pre-adolescents. This study shows the relationship between the variables mentioned above in 284 primary school students in Lima (5"' aI)d 6"' grades). The Self Description Questionnaire (SDQ-I) and the Sydney Attribution Scale (SAS) were applied with a previous validation process. Mathematics and Language final grades were assumed as academic achievement indicators. SAS exploratory factorial analysis showed five factors, tbree of them demonstrated that children do not discriminate between effort and ability. About SDQ, results confirmed that children can differentiate between self-concept dimensions. Participants showed a favorable self-concept in a11 dimensions and a strong intemal locus of control. In the same way, there was a tendency for studems to accept success for internal causes and totally deny failure.La presente investigación busca identificar las relaciones que se tienden entre las variables mencionadas. 284 estudiantes de 5° y 6° grado de primaria conformaron la muestra. Para medir las variables se aplicó el Cuestionario de Autodescripción (SDQ-I) y la Escala de Atribuciones de Sydney (SAS). Asimismo, se recogieron los promedios finales de las áreas de matemáticas y comunicación integral como indicadores de rendimiento. Un análisis factorial exploratorio del SAS mostró cinco factores, tres de los cuales demostraban que los estudiantes no discriminaban entre esfuerzo y habilidad. Sobre el SDQ, los resultados confirmaron que los niños diferenciaban entre las diferentes dimensiones del autoconcepto. En general, los participantes mostraron un autoconcepto favorable en todas sus dimensiones, lo cual estaría relacionado con el marcado locus de control interno que mostraron. Asimismo, pudo apreciarse la tendencia notable a aceptar el éxito por causas internas y negar las posibilidades de fracaso.Pontificia Universidad Católica del Perú2005-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/978Revista de Psicología; Vol. 23 Núm. 1 (2005); 5-38Revista de Psicología; v. 23 n. 1 (2005); 5-382223-37330254-9247reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPspahttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/978/943info:eu-repo/semantics/openAccessoai:ojs.pkp.sfu.ca:article/9782020-03-10T18:55:37Z |
| dc.title.none.fl_str_mv |
Relationship between academic self-concept, causal attribution for success and raílure, Relaciones entre autoconcepto académico, atribuciones de éxito y fracaso, y rendimiento académico en escolares preadolescentes |
| title |
Relationship between academic self-concept, causal attribution for success and raílure, |
| spellingShingle |
Relationship between academic self-concept, causal attribution for success and raílure, Moreano, Giovanna Academic self-concept causal attribution for success and failure academic Autoconcepto académico atribuciones de éxito y fracaso rendimiento académico |
| title_short |
Relationship between academic self-concept, causal attribution for success and raílure, |
| title_full |
Relationship between academic self-concept, causal attribution for success and raílure, |
| title_fullStr |
Relationship between academic self-concept, causal attribution for success and raílure, |
| title_full_unstemmed |
Relationship between academic self-concept, causal attribution for success and raílure, |
| title_sort |
Relationship between academic self-concept, causal attribution for success and raílure, |
| dc.creator.none.fl_str_mv |
Moreano, Giovanna |
| author |
Moreano, Giovanna |
| author_facet |
Moreano, Giovanna |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Academic self-concept causal attribution for success and failure academic Autoconcepto académico atribuciones de éxito y fracaso rendimiento académico |
| topic |
Academic self-concept causal attribution for success and failure academic Autoconcepto académico atribuciones de éxito y fracaso rendimiento académico |
| description |
Relationship between academic self-concept, causal attribution for success and raílure, and academic achievement in pre-adolescents. This study shows the relationship between the variables mentioned above in 284 primary school students in Lima (5"' aI)d 6"' grades). The Self Description Questionnaire (SDQ-I) and the Sydney Attribution Scale (SAS) were applied with a previous validation process. Mathematics and Language final grades were assumed as academic achievement indicators. SAS exploratory factorial analysis showed five factors, tbree of them demonstrated that children do not discriminate between effort and ability. About SDQ, results confirmed that children can differentiate between self-concept dimensions. Participants showed a favorable self-concept in a11 dimensions and a strong intemal locus of control. In the same way, there was a tendency for studems to accept success for internal causes and totally deny failure. |
| publishDate |
2005 |
| dc.date.none.fl_str_mv |
2005-03-21 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
http://revistas.pucp.edu.pe/index.php/psicologia/article/view/978 |
| url |
http://revistas.pucp.edu.pe/index.php/psicologia/article/view/978 |
| dc.language.none.fl_str_mv |
spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
http://revistas.pucp.edu.pe/index.php/psicologia/article/view/978/943 |
| dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf |
| dc.publisher.none.fl_str_mv |
Pontificia Universidad Católica del Perú |
| publisher.none.fl_str_mv |
Pontificia Universidad Católica del Perú |
| dc.source.none.fl_str_mv |
Revista de Psicología; Vol. 23 Núm. 1 (2005); 5-38 Revista de Psicología; v. 23 n. 1 (2005); 5-38 2223-3733 0254-9247 reponame:Revistas - Pontificia Universidad Católica del Perú instname:Pontificia Universidad Católica del Perú instacron:PUCP |
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Pontificia Universidad Católica del Perú |
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PUCP |
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Revistas - Pontificia Universidad Católica del Perú |
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Revistas - Pontificia Universidad Católica del Perú |
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13.377112 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
