Autoconcepto académico y atribuciones causales sobre el rendimiento académico en adolescentes en situación de riesgo

Zusammenfassung

Arancibia, Maltese and Alvarez (1990) pointed out that if a student has a positive self-image will have greater chances of success to do with his tasks, that a student who thinks he is not able. In the same way, as a student go getting a good academic achievement, he will have a positive image about himself and will hold chances of success in the future. Several studies have examined the relationship between academic self-concept and causal attributions in achievement of the adolescent population. However, we do not know research that analyze the relationship between these two variables in specific populations. The aim of this research was to determine how the academic self-concept affects causal attributions on academic achievement in students of Secondary Education which declared at risk by the municipal social services. The sample consisted of 90 students identified at risk by social services from towns of Tenerife, and schooling in Secondary Education. The evaluation of academic self-concept was carried out with scale What do you think about yourself (Brookover, Erickson and Joiner, 1967), while to measure the causal attributions we used Subscale Assessment Multidimensions Causal Attributions (Barca, 2000). Results showed that students with good academic self-concept attribute their academic achievement to own or controllable factors for themselves. On the contrary, students with low academic self-concept attribute academic success to external or uncontrollable factors for them. These results verify the findings in undeclared population at risk with respect to the influence of academic self-concept on the causal attribution about academic achievement.