Psychometric Analysis of an Academic Self-Attribution Questionnaire in Middle and High School Students in Italy: Implications of Gender and Age

This research aimed to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and analyze gender and age differences in middle and high school students in Italy. Methods: From the ASFAQ questionnaire validated with Spanish students, an analysis of the psychometric characteristic...

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Bibliographic Details
Published in:International journal of environmental research and public health 2023-01, Vol.20 (3), p.2235
Main Authors: Moscato, Eduardo Maria, Obregón-Cuesta, Ana Isabel, Zapatero-Moreno, María José, González-Bernal, Jerónimo J, Fernández-Solana, Jessica, Mínguez-Mínguez, Luis Alberto, León-Del-Barco, Benito, Mendo-Lázaro, Santiago, González-Santos, Josefa
Format: Article
Language:English
Subjects:
Academic failure
Academic Success
Age differences
Bilingualism
Causality
Factor analysis
Female
Gender
Humans
Italy
Learning
Male
Maximum likelihood method
Motivation
Psychometrics
Quantitative psychology
Questionnaires
Secondary school students
Secondary schools
Social Perception
Statistical analysis
Students
Success
Surveys and Questionnaires
Validity
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Summary:This research aimed to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and analyze gender and age differences in middle and high school students in Italy. Methods: From the ASFAQ questionnaire validated with Spanish students, an analysis of the psychometric characteristics of the scale was carried out using a Confirmatory Factor Analysis (CFA). To compare ASFAQ scores by gender and school year, the independent samples parametric t-test and Pearson's coincidence test were used. (3) Results: in total, 976 students participated in the research, of which 515 were middle school students and 461 were high school students. The results showed a validity of the ASFAQ for Italian students, in addition to statistically significant differences between males and females, and school year. (4) Conclusions: The ASFAQ is reliable and valid to assess the attributional styles of academic success and failure in an Italian context. There are significant differences in sex and school year, and a consequence with age.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph20032235