The basic objective of this research was to conduct psychometric adaptation of the Spanish version of the Aggression Questionnaire (Buss and Perry, 1992; Andreu, Peña and Grana, 2002). It was worked with 3,632 from 10 to 16 years, of both sexes, of 1 º to 5 º degree of secondary education, fromdifferent educational institutions of the coast, highlands and jungle of Peru. This study analyzes the structure of the questionnaire through exploratory factor analysis evidencing the model proposed by Buss and determines acceptable internal consistency. The results obtained show an acceptable fit to the four-factor model, adequate internal consistency, scales percentile and interpretative rules.

The basic objective of this research was to conduct psychometric adaptation of the Spanish version of the Aggression Questionnaire (Buss and Perry, 1992; Andreu, Peña and Grana, 2002). It was worked with 3,632 from 10 to 16 years, of both sexes, of 1 º to 5 º degree of secondary education, fromdifferent educational institutions of the coast, highlands and jungle of Peru. This study analyzes the structure of the questionnaire through exploratory factor analysis evidencing the model proposed by Buss and determines acceptable internal consistency. The results obtained show an acceptable fit to the four-factor model, adequate internal consistency, scales percentile and interpretative rules.

This study aimed to examine the relationship between attributional style and learning styles of high school students in Metropolitan Lima. We worked with 364 subjects aged 14 to 17 years, of both sexes, 4th and 5th grade of secondary education. Was applied Attributional Style Questionnaire proposed by Alonso (1991) and Alonso and Sánchez (1992) adapted by Matalinares (2009) and the Learning Styles Inventory of Kolb (1979) adapted by Drain (1991). The results showed a relation between attributional styles and learning styles. A significant relation between the areas that make up the experiential learning and attributional styles. There are differences between the attributional styles of men and women in the dimensions of attribution of academic success to ability and in the attribution of failure to lack of skill. Learning styles of men and women differ in the area of active experimentat...

This study aimed to examine the relationship between attributional style and learning styles of high school students in Metropolitan Lima. We worked with 364 subjects aged 14 to 17 years, of both sexes, 4th and 5th grade of secondary education. Was applied Attributional Style Questionnaire proposed by Alonso (1991) and Alonso and Sánchez (1992) adapted by Matalinares (2009) and the Learning Styles Inventory of Kolb (1979) adapted by Drain (1991). The results showed a relation between attributional styles and learning styles. A significant relation between the areas that make up the experiential learning and attributional styles. There are differences between the attributional styles of men and women in the dimensions of attribution of academic success to ability and in the attribution of failure to lack of skill. Learning styles of men and women differ in the area of active experimentat...