Open AccessAdaptación lingüística y psicométrica del Cuestionario de EstilosAtributivos Académicos (EAT-A)
Author(s) -
Alejandro Manuel Rodríguez Huitrón,
Laura HernándezGuzmán
Publication year - 2020
Publication title -
liberabit
Language(s) - English
Resource type - Journals
eISSN - 2223-7666
pISSN - 1729-4827
DOI - 10.24265/liberabit.2020.v26n2.03
Subject(s) - confirmatory factor analysis , attribution , internal consistency , psychology , reliability (semiconductor) , structural equation modeling , validity , developmental psychology , social psychology , psychometrics , statistics , mathematics , physics , power (physics) , quantum mechanics
Background: Students’ attributions of their grades mayaffect their academic performance. However, lack ofevidence supporting the validity and reliability of theinstruments measuring attribution is a major concern.Objective: To analyze the factor structure, convergentvalidity and reliability of the Academic Attributional StyleQuestionnaire adapted to Mexican high school students(EAT-A). Method: The sample consisted of 557 MexicoCity students of both sexes aged between 15 and 19. Usinga confirmatory factor analysis for both success and failureattributions, a 7-factor structure and a 4-factor structureof the EAT-A were tested. The instrument’s convergentvalidity, internal consistency and reliability were examined.Results: Only the 7-factor structure showed adequate fitindices: RMSEA = .046; SRMR = .053; CFI = .961; TLI =.952 and χ²/gl = 2.72. In addition, the EAT-A evidencedconvergent validity concerning success and reliabilitymotivation. Conclusion: The EAT-A is a quick- and easy-to-administer instrument for measuring students’attributions of their grades in a reliable and valid manner.