Bibliographic citations
Jibaja, F., (2017). Atribuciones, autoeficiencia y rendimiento académico en matemáticas en una muestra de estudiantes de secundaria de Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/7697
Jibaja, F., Atribuciones, autoeficiencia y rendimiento académico en matemáticas en una muestra de estudiantes de secundaria de Lima []. PE: Pontificia Universidad Católica del Perú; 2017. http://hdl.handle.net/20.500.12404/7697
@misc{sunedu/2656968,
title = "Atribuciones, autoeficiencia y rendimiento académico en matemáticas en una muestra de estudiantes de secundaria de Lima",
author = "Jibaja Du Bois, Fernando",
publisher = "Pontificia Universidad Católica del Perú",
year = "2017"
}
The aim of this study was to examine the relationship between causal attributions of success and failure in academic context, mathematics self-efficacy and self-report of academic achievement in mathematics in students from a private school in Lima. The sample comprised 198 students who were in the sixth, seventh and eighth grade from high school who responded to a Scale of Causal Attributions of Success and Failure in Academic Context and to a Scale of Sources of Self-efficacy in mathematics. Evidence of validity and reliability of these instruments were found. In addition, correlation analysis and hierarchical linear regressions were made. Thus five hierarchical linear regression analyzes were performed to predict academic performance (self-report). In all cases, the first step included the variables of sex, age, grade and presence of difficulties in mathematics. The first analysis included in its second step, self-efficacy variables. The second and third analysis included in its second step, the variables of causal attributions of success and failure, respectively. In the fourth analysis, in its second step, significant predictors of causal attributions of success and failure that came as a result in the second and third analysis were included. The fifth analysis included in its second step, the variables of self-efficacy and causal attributions of success and failure that were significant. The results of the final analysis, indicated that women had higher academic achievement than men in mathematics and that the higher the level of education, the lower the academic performance of students on this signature. In addition, experience domain (β = .47, p <.001) and social persuasion (β = .32, p <.001) were positive and significant predictors of academic performance, while vicarious experiences (β = - .15, p <.01), proved to be a significant negative predictor of academic performance in mathematics.
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