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ERIC Number: EJ1154837
Record Type: Journal
Publication Date: 2017-Sep
Pages: 24
Abstractor: As Provided
ISSN: EISSN-1696-2095
Relationship between Sociometric Type and Self-Attributions for Academic Failure in a Spanish Sample from Secondary Education
Inglés, Cándido J.; Aparisi, D.; Delgado, B.; Granados, L.; García-Fernández, José M.
Electronic Journal of Research in Educational Psychology, v15 n2 p398-421 Sep 2017
Introduction: The aim of this study was to analyze the relationship between sociometric types, behavioral categories and self-attributions for academic failure ("Ability", "Effort" or "External Causes") in "Reading", "Mathematics" and "General". Method: The total sample was composed of 1349 Spanish adolescents between the ages of 12 and 16 years. Sociometric student identification was obtained using the "Socio" program, and the "Sydney Attribution Scale" (SAS; Marsh, 1984) was administered analyzing academic self-attributions. Results: Results show that students with negative peer nominations obtained significantly higher scores in attributing failure to "Ability" and "Effort" in "Reading", "Mathematics" and "General" than students nominated positively by their peers. Discussion and conclusions: Sociometric types were a significant predictor of self-attributions for academic failure, given that students who received negative peer nominations were more likely to attribute academic failure to internal causes like "Ability" and "Effort" than were those with positive nominations.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A