Attributional Style in Mathematics across Anxiety Profiles in Spanish Children
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http://hdl.handle.net/10045/102431
Títol: | Attributional Style in Mathematics across Anxiety Profiles in Spanish Children |
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Autors: | Fernández-Sogorb, Aitana | Vicent, María | Gonzálvez, Carolina | Sanmartín, Ricardo | Pérez Sánchez, Antonio Miguel | García-Fernández, José Manuel |
Grups d'investigació o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Habilidades, Competencias e Instrucción |
Centre, Departament o Servei: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Paraules clau: | Anxiety | Causal attributions | Latent class analysis | Mathematics | Primary education |
Àrees de coneixement: | Psicología Evolutiva y de la Educación | Didáctica y Organización Escolar |
Data de publicació: | 6-de febrer-2020 |
Editor: | MDPI |
Citació bibliogràfica: | Fernández-Sogorb A, Vicent M, Gonzálvez C, Sanmartín R, Pérez-Sánchez AM, García-Fernández JM. Attributional Style in Mathematics across Anxiety Profiles in Spanish Children. Sustainability. 2020; 12(3):1173. doi:10.3390/su12031173 |
Resum: | This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 (M = 9.68, SD = 1.20); 49.4% were girls. Four child anxiety profiles were obtained by the latent class analysis technique: Low Anxiety, Moderate Anxiety, High Anxiety, and Low Anxiety School-type. The four anxious groups significantly differed in all attributions of failure and in attributions of success to ability and effort, with effect sizes ranging from small to large (d = 0.24 to 0.99). The group with the highest anxiety levels attributed its failures more to the lack of ability and effort, and less to external causes. This group attributed its successes less to ability and effort. However, the Low Anxiety School-type group attributed its failures more to external causes and its successes more to ability and effort. The practical implications of these findings suggest that applying cognitive-behavioral programs for anxiety with a component of attribution retraining could be useful to improve both anxiety levels and the maladaptive attributional pattern of each child anxiety profile. |
Patrocinadors: | This research was funded by the Spanish Ministry of Science and Innovation (grant number EDU2012‐35124) and the Ministry of Education, Culture and Sport (grant number FPU16‐01386). |
URI: | http://hdl.handle.net/10045/102431 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su12031173 |
Idioma: | eng |
Tipus: | info:eu-repo/semantics/article |
Drets: | © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Revisió científica: | si |
Versió de l'editor: | https://doi.org/10.3390/su12031173 |
Apareix a la col·lecció: | INV - SOCEDU - Artículos de Revistas INV - Habilidades, Competencias e Instrucción - Artículos de Revistas |
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Arxiu | Descripció | Tamany | Format | |
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2020_Fernandez-Sogorb_etal_Sustainability.pdf | 329,81 kB | Adobe PDF | Obrir Vista prèvia | |
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