Causal attributions in reading in chilean students of basic education. Analysis based on sex

• Main Authors: Nelly Lagos San Martín, Lucía Granados Alós, Aitana Fernández-Sogorb, David Aparisi Sierra
• Format: Article
• Language: Spanish
• Published: Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad 2019-09-01
• Series: INFAD
• Subjects: atribuciones causales; educación básica; diferencias de sexo
• Online Access: http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1631
• ISSN: 0214-9877; 2603-5987

The theory of attributions becomes important insofar as it is related to motivation. From a motivational perspective, the attributions made by students are directly related to self-concept, self-esteem and learning goals. The objective of this study was to establish if there are differences between causal attributions based on sex. To carry out the study, there were 1702 students from 20 Ñuble centers in Chile, 905 children (53.2%) and 797 girls (46.8%) between the ages of 10 and 12 (M = 10.06; SD = 1.05). . The evaluation was carried out with the Sydney Attribution Scale (SAS) which measures two academic areas on which attributions are carried out (Reading and Mathematics), two hypothetical results (success and failure) and three types of causes (capacity, effort and external causes). The data were analyzed from the calculation of differences in means and p tests to determine the presence of significant statistical differences. The results showed that girls attribute their successes more to ability, effort and external causes than children, as well as that children attribute their failures more to lack of effort. From the results it can be reported that there are statistically significant differences between the attributions of boys and girls. Being girls, who by the type of attributions, are more in danger in their self-esteem and children more in their expectations.