SciELO - Scientific Electronic Library Online

 
vol.13 número4Impacto de un programa intracurricular sobre la disposición al estudio en universitariosLa reseña como puerta de entrada a los géneros académicos: un estudio de caso índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Formación universitaria

versión On-line ISSN 0718-5006

Resumen

DIAZ, Ana C.; AGUIRRE, Susana I.; JIMENEZ, Carolina  y  JURADO, Perla J.. Attributional styles in university students: comparisons by gender. Form. Univ. [online]. 2020, vol.13, n.4, pp.111-118. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062020000400111.

This study compares the profiles of attributive styles in the area of academic achievements among Mexican university students. The sample consists of 1285 participants including 660 women and 625 men, with an average age of 20.51 years and 20.83 years respectively. A quantitative approach with a descriptive and transversal survey design was used. All the participants completed the computerized version of the Attributive Styles Questionnaire (adapted in 2016) in the area of academic achievement. The one-way multivariate and univariate analysis of variance showed that women report higher levels of internal control than men in three of the dimensions: attribution to luck, attribution to ability, and attribution to the professor. There were no differences found between genders in attribution to effort. In conclusion, the data suggest that the gender variable should be included when designing any type of intervention that aims to promoting change towards a more internal style of control in students.

Palabras clave : attributional styles; student´s beliefs; gender differences; self-perception.

        · resumen en Español     · texto en Español     · Español ( pdf )