Vol. 29 (2019)
Artículos de investigación

Factorial invariance of the Questionnaire of Attributional Styles in the area of academic achievement in Mexican university students

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  • Perla J. Jurado ,
  • Ana C. Diaz-Leal ,
  • Luis H. Blanco ,
  • Elia V. Benavides ,
  • José R. Blanco
Perla J. Jurado
http://orcid.org/0000-0002-0917-0028 (unauthenticated) Universidad Autónoma de Chihuahua
Ana C. Diaz-Leal
http://orcid.org/0000-0002-9442-073X (unauthenticated) Hospital Civil de Guadalajara
Luis H. Blanco
http://orcid.org/0000-0003-0964-9845 (unauthenticated) Hospital Civil de Guadalajara
Elia V. Benavides
http://orcid.org/0000-0002-2058-7588 (unauthenticated) Universidad Autónoma de Chihuahua
José R. Blanco
http://orcid.org/0000-0003-2204-260X (unauthenticated) Universidad Autónoma de Chihuahua

Published 2019-10-16

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How to Cite

Factorial invariance of the Questionnaire of Attributional Styles in the area of academic achievement in Mexican university students. (2019). Acta Universitaria, 29, 1-9. https://doi.org/10.15174/au.2019.2239

Abstract

The present study analyzed the psychometric properties of the Questionnaire of Attributional Styles in the area of academic achievement; its goal is to assess the attributive patterns in the field of academic achievement adapted by Jurado, Blanco, Zueck & Peinado (2016) in men and women university students. The overall sample consisted of 1188 subjects: 626 women and 562 men, with a mean age of 20.53 ± 1.82 years and 20.83 ± 1.97 years, respectively. The psychometric analysis was applied in two stages: 1) factorial confirmatory analysis and 2) invariance factorial analysis. According to the established psychometric requirements, the factor structure, factor loadings, and intercepts of the instrument could be considered invariant across groups; however, there are differences between groups for the means of factors, attribution to luck, attribution to skill, and attribution to teacher. The results showed that a tetra-factorial structure (attribution to luck, attribution to effort, attribution to skill, and attribution to teacher) was viable and adequate for both populations (men and woman).

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