SciELO - Scientific Electronic Library Online

 
vol.30 número2Efecto de la dosis de intervención del Programa de Apoyo Psicológico P/Materno Infantil© sobre las madres y sus bebésInteligencia emocional percibida, inteligencia general y éxito profesional en el inicio de la carrera: validez predictiva e incremental 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


Anales de Psicología

versión On-line ISSN 1695-2294versión impresa ISSN 0212-9728

Resumen

REDONDO, Jesús; INGLES, Cándido J.  y  GARCIA-FERNANDEZ, Jose M.. Prosocial behavior and academic self-attributions in Secondary Education. Anal. Psicol. [online]. 2014, vol.30, n.2, pp.482-489. ISSN 1695-2294.  http://dx.doi.org/10.6018/analesps.30.2.148331.

This study presents the findings of the relationship between prosocial behavior and academic self-attributions in language and math in a sample of 2022 students in secondary education among 12 to 16 year olds. Teenagers were randomly selected from 20 urban and rural schools in the provinces of Alicante and Murcia, Spain. Prosocial behavior was coded with the Teenage Inventory of Social Skills and academic self-attributions was measured by the Sydney Attribution Scale, SAS (Marsh, 1984). 17.35% of the students from ESO were identified as prosocial. Boys from second grade and girls from fourth grade had the lowest and highest prevalence of prosocial behavior, respectively. Regarding the subject of language, students prosocial significantly attributed the success to ability, effort, and to a lesser extent, to external causes. As for the mathematics, the students attributed the success prosocial significantly more effort and significantly less to external causes, whereas significantly more failure attributed to lack of effort. Furthermore, data have created a logistic regression model that allows for accurate estimates about the likelihood of academic success in math, language and all subjects passed at ESO prosocial from scores on academic responsibilities.

Palabras clave : Prosocial behaviour; academic self-attributions; secondary education.

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

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons