Differences in academic attributions in language in base of the positive affect
The goal of this study was to know if Spanish children with high scores in positive affect (PA) had statistically significant differences with the students with low scores in PA in the six dimensions that formed the language area of the academic attributions (Success: ability, effort and external ca...
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| Format: | Article |
| Language: | English |
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Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
2016-07-01
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| Series: | INFAD |
| Subjects: | |
| Online Access: | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/184 |
| _version_ | 1797972974051000320 |
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| author | Ricardo Sanmartín Cándido J. Inglés María Vicent Carolina Gonzálvez José Manuel García-Fernández |
| author_facet | Ricardo Sanmartín Cándido J. Inglés María Vicent Carolina Gonzálvez José Manuel García-Fernández |
| author_sort | Ricardo Sanmartín |
| collection | DOAJ |
| description | The goal of this study was to know if Spanish children with high scores in positive affect (PA) had statistically significant differences with the students with low scores in PA in the six dimensions that formed the language area of the academic attributions (Success: ability, effort and external causes; Failure: ability, effort and external causes). The sample was formed by 862 students, between 8 and 11 years old. The language subscale of the Sydney Attribution Scale (SAS) and the positive affect subscale of the short version of the Positive And Negative Affect Schedule for Children (PANAS-C) were used. The Student T-test showed that participants with high levels of PA significantly had higher means in language attributions to success and failure due to external causes. On the other hand, students with low scores in PA significantly obtained higher means in language attributions to failure due to ability and effort. These results widen the previous existing literature and give the opportunity to make bigger the field of affect and academic attributions. |
| first_indexed | 2024-04-11T03:56:52Z |
| format | Article |
| id | doaj.art-f1d113524f69465e9c0ab79d29184397 |
| institution | Directory Open Access Journal |
| issn | 0214-9877 2603-5987 |
| language | English |
| last_indexed | 2024-04-11T03:56:52Z |
| publishDate | 2016-07-01 |
| publisher | Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad |
| record_format | Article |
| series | INFAD |
| spelling | doaj.art-f1d113524f69465e9c0ab79d291843972023-01-02T00:32:45ZengAsociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y DiscapacidadINFAD0214-98772603-59872016-07-012114315010.17060/ijodaep.2016.n1.v2.184178Differences in academic attributions in language in base of the positive affectRicardo Sanmartín0Cándido J. Inglés1María Vicent2Carolina Gonzálvez3José Manuel García-Fernández4UNIVERSIDAD DE ALICANTEUniversidad Miguel Hernández de ElcheUniversidad de AlicanteUniversidad de AlicanteUniversidad de AlicanteThe goal of this study was to know if Spanish children with high scores in positive affect (PA) had statistically significant differences with the students with low scores in PA in the six dimensions that formed the language area of the academic attributions (Success: ability, effort and external causes; Failure: ability, effort and external causes). The sample was formed by 862 students, between 8 and 11 years old. The language subscale of the Sydney Attribution Scale (SAS) and the positive affect subscale of the short version of the Positive And Negative Affect Schedule for Children (PANAS-C) were used. The Student T-test showed that participants with high levels of PA significantly had higher means in language attributions to success and failure due to external causes. On the other hand, students with low scores in PA significantly obtained higher means in language attributions to failure due to ability and effort. These results widen the previous existing literature and give the opportunity to make bigger the field of affect and academic attributions.http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/184afecto positivoatribuciones académicaslenguajeeducación primariapanas |
| spellingShingle | Ricardo Sanmartín Cándido J. Inglés María Vicent Carolina Gonzálvez José Manuel García-Fernández Differences in academic attributions in language in base of the positive affect INFAD afecto positivo atribuciones académicas lenguaje educación primaria panas |
| title | Differences in academic attributions in language in base of the positive affect |
| title_full | Differences in academic attributions in language in base of the positive affect |
| title_fullStr | Differences in academic attributions in language in base of the positive affect |
| title_full_unstemmed | Differences in academic attributions in language in base of the positive affect |
| title_short | Differences in academic attributions in language in base of the positive affect |
| title_sort | differences in academic attributions in language in base of the positive affect |
| topic | afecto positivo atribuciones académicas lenguaje educación primaria panas |
| url | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/184 |
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