Perfectionism Profiles and Academic Causal Self-Attributions in Spanish Primary Education Students

  1. Vicent, María 2
  2. Inglés, Cándido J. 1
  3. Gonzálvez, Carolina 2
  4. Sanmartín, Ricardo 2
  5. Aparicio-Flores, María Pilar 2
  6. García-Fernández, José Manuel 2
  1. 1 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  2. 2 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2019

Volumen: 24

Número: 2

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2019.01.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

El objetivo de este estudio es analizar la relación entre el perfeccionismo infantil y las autoatribuciones causales académicas a través de un doble enfoque: centrado en la variable y en la persona. La muestra se compone de 431 estudiantes españoles (49.42% mujeres) con edades comprendidas entre los ocho y los 11 años (M= 9.60, DE= 1.08). Se utilizan la Child and Adolescent Perfectionism Scaley la Sydney Attribution Scale. A través del latent class analysis se obtiene una solución de tres perfiles perfeccionistas: perfeccionismo alto, perfeccionismo moderado y no-perfeccionismo. El grupo no-perfeccionismo obtiene puntuales significativamente más altas que el perfeccionismo alto y moderado en las autoatribuciones del fracaso y el éxito a causas externas, aunque en el caso del éxito, estas diferencias solo son significativas para el área del lenguaje y el total de las puntuaciones. Por el contrario, el no-perfeccionismo puntúa significativamente más bajo que los otros dos grupos en las autoatribuciones del fracaso a la falta de esfuerzo. Los tamaños del efecto para estas diferencias son, generalmente, moderados (d= entre 0,44 y 0,75). Además, los resultados de los análisis de correlaciones bivariadas y parciales muestran la relación compartida y única entre las dimensiones perfeccionistas y las autoatribuciones causales, permitiendo discutir qué dimensión perfeccionista explica las diferencias interclase encontradas.

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Información de financiación

Este trabajo ha recibido la información del Ministerio de Economía y Competitividad de España a través de un proyecto (EDU2012-35124) concedido a José Manuel García-Fernández, así como por la ayuda para la contratación de personal investigador de carácter predoctoral de la Generalitat Valenciana concedida a María Vicent (ACIF/2014/328)

Financiadores

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