Primary Education students’ anxiety profiles and their attributional styles in Language and Literature
Article Sidebar
Main Article Content
Abstract
INTRODUCTION. Anxiety in the school setting, generalized anxiety, and the tendency to use certain types of causes to explain academic results can affect tudent motivation towards Language and Literature. In this sense, the present research aimed to analyze the possible existence of anxiety profiles in Primary Education students and to identify their attributional styles for successes and failures in Language and Literature. METHOD. The Spanish versions of the Visual Analogue Scale for Anxiety-Revised (VAA-R) and the Sydney Attribution Scale (SAS) were administered to 1,271 students aged 8 to 11 (M = 9.65, SD = 1.23), being 50.59% boys. The latent class analysis (LCA) technique was used to find the profiles and analyses of variance (ANOVA) were carried out to identify interclass differences regarding attributional styles. RESULTS. The LCA revealed four anxiety profiles. The High, Moderate, and Low Anxiety profiles were characterized by high (z = 1.04; 0.96; 0.76), moderate (z = -0.08; -0.05; 0.03) and low scores (z = -0.88; -0.68; -1.06) on the three factors of the VAA-R, while the Low Anxiety School-type profile scored low only on the two factors referring to anxiety to situations in the school setting (z = -1.11; -0.97). Statistically significant differences were found among all groups (p < .001) and differences with a large effect size were identified between the High Anxiety and Low Anxiety School-type profiles (d = 0.98 and 0.99), with the first group showing a greater tendency to attribute their failures to their low ability and effort. DISCUSSION. Students with High Anxiety are the most vulnerable to demotivation, but it is necessary to delve into other variables such as family to perfect the teaching strategies suggested by these results.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Barros, A. y Simão, A. M. V. (2018). Attributions to academic achievements in the transition to Higher Education. Current Psychology, 37(1), 216-224. https://doi.org/10.1007/s12144-016-9505-4
Basbug, Z. (2020). Usage of cooperative teaching method in visual arts education. Journal of Arts and Humanities, 9(2), 91-97. https://doi.org/10.18533/journal.v9i2.1853
Bernstein, G. A. y Garfinkel, B. D. (1992). The Visual Analogue Scale for Anxiety-Revised: Psychometric Properties. Journal of Anxiety Disorders, 6, 223-239.
Brouwer-Borghuis, M. L., Heyne, D., Sauter, F. M. y Scholte, R. H. J. (2019). The link: an alternative educational program in the Netherlands to reengage school-refusing adolescents with schooling. Cognitive and Behavioral Practice, 26(1), 75-91. https://doi.org/10.1016/j.cbpra.2018.08.001
Büber, A., Başay, Ö. y Şenol, H. (2020). The prevalence and comorbidity rates of specific learning disorder among primary school children in Turkey. Nordic Journal of Psychiatry, 74(6), 453-460. https://doi.org/10.1080/08039488.2020.1740782
Carey, E., Devine, A., Hill, F. y Szúcs, D. (2017). Differentiating anxiety forms and their role in academic performance from primary to secondary school. PLoS ONE, 12(3), e0174418. https://doi.org/10.1371/journal.pone.0174418
Ciarrochi, J., Heaven, P. C. L. y Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: a longitudinal study. Journal of Research in Personality, 41(6), 1161-1178. https://doi.org/10.1016/j.jrp.2007.02.001
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.
Escalante, N., Fernández-Zabala, A., Goñi, E. e Izar-de la Fuente, I. (2020). Estructura interna y fiabilidad de la escala Percepción del Alumnado sobre el Clima Escolar (PACE-33). Revista de Investigación en Educación, 18(3), 289-303. https://doi.org/10.35869/reined.v18i3.3268
Fernández-Sogorb, A., Inglés, C. J., Sanmartín, R., Gonzálvez, C., Vicent, M. y García-Fernández, J. M. (2018). Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles. International Journal of Clinical and Health Psychology, 18(3), 264-272. https://doi.org/10.1016/j.ijchp.2018.07.002
Fernández-Sogorb, A., Lagos-San Martín, N. G., Sanmartín, R. y Vicent, M. (2021). Child anxiety profiles in Chilean Elementary School students and academic self-attributions in Mathematics. SAGE Open, 11(4), 1-11. https://doi.org/10.1177/21582440211061396
Fernández-Sogorb, A., Vicent, M., Gonzálvez, G., Sanmartín, R., Pérez-Sánchez, A. M. y García-Fernández, J. M. (2020). Attributional style in Mathematics across anxiety profiles in Spanish children. Sustainability, 12(3), 1173. https://doi.org/10.3390/su12031173
Fernández-Sogorb, A., Vicent, M., Jiménez, C. E. y Cargua, N. (2021). Atribuciones causales en lenguaje como predictoras de respuestas de ansiedad. International Journal of Developmental and Educational Psychology, 1(2), 421-430.
Gallego, J. L. (2008). La planificación de la expresión escrita por alumnos de Educación Primaria. Bordón, Revista de Pedagogía, 60(2), 63-76.
García-Fernández, J. M., Inglés, C. J., Martínez-Monteagudo, M. C., Marzo, J. C. y Estévez, E. (2011). Inventario de Ansiedad Escolar: validación en una muestra de estudiantes de educación secundaria. Psicothema, 23, 301-307.
Giménez-Miralles, M., Gonzálvez, C. y Aparicio-Flores, M. P. (2021). Estilo atribucional en Lengua y rechazo escolar en niños españoles. International Journal of Developmental and Educational Psychology, 2(2), 299-307.
Gómez-Núñez, M. I., Aparicio-Flores, M. P., Vicent, M., Aparisi, D., Fernández-Sogorb, A. e Inglés, C. J. (2017). Diferencias en ansiedad escolar en función del sexo y del curso académico en educación primaria. International Journal of Developmental and Educational Psychology, 3(1), 51-60. https://doi.org/10.17060/ijodaep.2017.n1.v3.974
González-Pumariega, S., Núñez, J. C. y González-Pienda, J. A. (1996). Atribuciones causales en alumnos con y sin dificultades de aprendizaje. Magister, 14, 217-244.
Gonzálvez, C., Giménez-Miralles, M., Vicent, M., Sanmartín, R., Quiles, M. J. y García-Fernández, J. M. (2021). School refusal behaviour profiles and academic self-attributions in Language and Literature. Sustainability, 13(13), 7512. https://doi.org/10.3390/su13137512
Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, 61, 101861. https://doi.org/10.1016/j.cedpsych.2020.101861
Graham, S. y Taylor, A. Z. (2022). The power of asking why?: attribution retraining programs for the classroom teacher. Theory Into Practice, 61(1), 5-22. https://doi.org/10.1080/00405841.2021.1932160
Lagos-San Martín, N., Gómez-Núñez, M. I., Gonzálvez, C., Vicent, M. y Gomis, N. (2014). Relación entre atribuciones de éxito y fracaso académico en el área de lengua y rechazo escolar en una muestra de estudiantes chilenos de educación secundaria. International Journal of Developmental and Educational Psychology, 4(1), 477-486.
Marsh, H. W. (1984). Relations among dimensions of self-attribution, dimensions of self-concept, and academic achievements. Journal of Educational Psychology, 76(6), 1291-1308. http://dx.doi.org/10.1037/0022-0663.76.6.1291
Metalsky, G. y Abramson, L. (1981). Attributional style: toward a framework for conceptualization and assessment. En P. Kendall y S. Hollon (eds.), Assessment strategies for cognitive-behavioral interventions (pp. 13-58). Academic Press.
Ministerio de Educación y Formación Profesional (2019). PISA 2018. Programa para la Evaluación Internacional de los Estudiantes. Informe español. Secretaría General Técnica.
Moyano, N., Quílez-Robres, A. y Cortés, A. (2020). Self-esteem and motivation for learning in academic achievement: the mediating role of reasoning and verbal fluidity. Sustainability, 12(14), 5768. https://doi.org/10.3390/su12145768
Obregón-Cuesta, A. I., Rodríguez-Fernández, P., León-del-Barco, B., Mendo-Lázaro, S., Mínguez-Mínguez, L. A., González-Santos, J. y González-Bernal, J. J. (2022). Validation of an academic self-attribution questionnaire for primary and secondary school students: implications of gender and grade. International Journal of Environmental Research and Public Health, 19(10), 6045. https://doi.org/10.3390/ijerph19106045
Orgilés, M., Rodríguez-Menchón, M., Fernández-Martínez, I., Morales, A. y Espada, J. P. (2019). Validation of the parent report version of the Spence Children’s Anxiety Scale (SCAS-P) for Spanish children. Clinical Child Psychology and Psychiatry, 24(4), 776-790. https://doi.org/10.1177/1359104519835579
Sanmartín, R., Inglés, C. J., Gonzálvez, C., Vicent, M., Ruiz-Esteban, C. y García-Fernández, J. M. (2018). Impact of affective profiles on school refusal in a Spanish sample of primary education. Journal of Child and Family Studies, 27, 1349-1357. http://dx.doi.org/ 10.1007/s10826-017-0962-7
Schreiber, J. B. (2017). Latent class analysis: an example for reporting results. Research in Social and Administrative Pharmacy, 13(6), 1196-1201. https://doi.org/10.1016/j.sapharm.2016.11.011 Van Hugten, J. y
Van Witteloostuijn, A. (2018). The foreign language effect on the self-serving bias: a field experiment in the high school classroom. PLoS ONE, 13(2), e0192143. https://doi.org/10.1371/journal.pone.0192143
Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L. y Estévez, A. (2018). Impact of the interactive learning environments in children’s prosocial behavior. Sustainability, 10(7), 2138. https://doi.org/10.3390/su10072138
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
Weiner, B. (2018). The legacy of an attribution approach to motivation and emotion: a no-crisis zone. Motivation Science, 4(1), 4-14. https://doi.org/10.1037/mot0000082
Xia, T., Gu, H. y Li, W. (2019). Effect of parents’ encouragement on reading motivation: the mediating effect of reading self-concept and the moderating effect of gender. Frontiers in Psychology, 10, 609. https://doi.org/10.3389/fpsyg.2019.00609
Zubiri-Esnaola, H., Vidu, A., Ríos-González, O. y Morla-Folch, T. (2020). Inclusivity, participation and collaboration: learning in interactive groups. Educational Research, 62(2), 162-180. https://doi.org/10.1080/00131881.2020.1755605