Calibración y atribuciones causales en estudiantes de educación secundariaInfluencia del rendimiento y la motivación
- María Esperanza Herrera García
- María José Rodríguez Conde
- Susana Olmos Migueláñez
- Fernando Martínez Abad
- Eva María Torrecilla Sánchez
- Juan Pablo Hernández Ramos
- Patricia Torrijos Fincias
- José Carlos Sánchez Prieto
- Adriana Gamazo García
- Francisco José García Peñalvo
- Antonio Miguel Seoane Pardo
- Valentina Zangrando
- Alicia García Holgado
- Felicidad García Sánchez
- Juan Cruz Benito
Publisher: Asociacion Interuniversitaria de Investigacion Pedagógica (AIDIPE)
ISBN: 978-84-697-4106-1
Year of publication: 2017
Pages: 1427-1432
Congress: Congreso Internacional de Investigación Educativa (AIDIPE) (18. 2017. Salamanca)
Type: Conference paper
Abstract
The present work aims to investigate the secondary students’ calibration and causal attributions of the inaccuracy of their self-reported grades in a real context. The relationship between calibration and both academic performance and motivation will be explored. A sample of 93 students was used in the investigation. In order to collect students’ self-reported grades about their performance four tests and a set of self-reports were used. The descriptive analysis showed that secondary students tend to overestimate their grades. Calibration variables correlate negatively with academic performance. Differential analyses have shown the influence of self-efficacy in the calibration results. Depending on academic performance and the instant the data was collected, students invoke different causal attributions to explain their lack of accuracy in their predictions.