Atribuciones causales en lenguaje como predictoras de respuestas de ansiedad

  1. Fernández-Sogorb, Aitana 1
  2. Vicent Juan, María 1
  3. Jiménez Ayala, Carlos Edisson 2
  4. Cargua García, Nancy 2
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Central del Ecuador
    info

    Universidad Central del Ecuador

    Quito, Ecuador

    ROR https://ror.org/010n0x685

Aldizkaria:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Argitalpen urtea: 2021

Zenbakien izenburua: LEARNING IN A POSITIVE MOOD: OVERCOMING COVID

Alea: 1

Zenbakia: 2

Orrialdeak: 421-430

Mota: Artikulua

DOI: 10.17060/IJODAEP.2021.N2.V1.2197 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Laburpena

School anxiety consists of a set of cognitive, behavioral, and psychophysiological responses that students emit when they perceive situations in the school setting as a threat. Although students may be more likely to manifest school anxiety responses according to their attributional style in the area of language, the existing scientific literature on the relationship between both constructs in adolescence is limited. The present study aimed to examine the predictive capacity of causal attributions in language on the three school anxiety responses: cognitive anxiety, behavioral anxiety and psychophysiological anxiety. The School Anxiety Inventory (SAI) and the Sydney Attribution Scale (SAS) were administered to 586 students between 12 and 18 years old (M = 14.82; SD = 1.86). Logistic regression models revealed odd ratio (OR) values higher than 1 for failure in language attributed to effort and ability in cognitive anxiety, behavioral anxiety and psychophysiological anxiety. The OR values for the rest of the causal attributions examined were less than 1 in the three school anxiety responses. Therefore, it is concluded that by increasing the scores in attributions of successes and failures in language to external causes, the probability of presenting high cognitive anxiety, high behavioral anxiety, and high psychophysiological anxiety decreases. However, as the scores in the variables of causal attributions of failures to internal causes increase, the probability of presenting high levels in the three anxiety responses increases. These findings will facilitate the design of interventions aimed at changing the attributional style of adolescents towards adaptive causal attributions.

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