This research aimed to establish the degree of relationship between interpersonal values and attributional styles of male and female students of the 5th year of secondary education. We used a descriptive correlational method, the sample consisted of 400 students, distributed in proportion to the population. The research was carried out, using the attributional style questionnaire and the Interpersonal Values Questionnaire SIV Leonard Gordon 1977. The results indicate according to the Spearman correlation coefficient exists correlation significant (p<0.05) between the different values interpersonal Support, Conformity, Recognition and Independence with attributional styles in the area of Academic  Achievement and Interpersonal Relations. Instead no significant correlations between Interpersonal Values Compassion and Leadership attributional styles in Areas of Academic Achievement and ...

This research aimed to establish the degree of relationship between interpersonal values and attributional styles of male and female students of the 5th year of secondary education. We used a descriptive correlational method, the sample consisted of 400 students, distributed in proportion to the population. The research was carried out, using the attributional style questionnaire and the Interpersonal Values Questionnaire SIV Leonard Gordon 1977. The results indicate according to the Spearman correlation coefficient exists correlation significant (p<0.05) between the different values interpersonal Support, Conformity, Recognition and Independence with attributional styles in the area of Academic  Achievement and Interpersonal Relations. Instead no significant correlations between Interpersonal Values Compassion and Leadership attributional styles in Areas of Academic Achievement and ...

The present study had as objective to analyze the validity and reliability of the Questionnaire of Attributional Styles (QAS) of Alonso and Sanchez (1992). It was worked with 324 subjects from 14 to 16 years, of both sexes, of 4 º and 5 º degree of secondary education. The results demonstrated that scores obtained through the QAS are reliable. Equally, it is possible to conclude that the above mentioned test possesses construct validity, since judges’ criteria and the correlations of each block with the module reach significant values, matrix of correlations reports significant associations between areas and the factorial analysis demonstrates existence of two factors.

The present study had as objective to analyze the validity and reliability of the Questionnaire of Attributional Styles (QAS) of Alonso and Sanchez (1992). It was worked with 324 subjects from 14 to 16 years, of both sexes, of 4 º and 5 º degree of secondary education. The results demonstrated that scores obtained through the QAS are reliable. Equally, it is possible to conclude that the above mentioned test possesses construct validity, since judges’ criteria and the correlations of each block with the module reach significant values, matrix of correlations reports significant associations between areas and the factorial analysis demonstrates existence of two factors.