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Causal attributions and educational level of the family in understanding school performance in Portuguese students

机译:家庭对葡萄牙学生学习成绩的因果归因和教育水平

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摘要

This paper analyzes the contribution of both family educational level and causal attributions in explaining students´ academic performance in Mathematics and Portuguese Language in a sample of 2.082 public school students from mainland Portugal and the Azores and Madeira regions. Causal attributions were assessed by the Causal Attributions Questionnaire for School Results (QARE). The family educational level was estimated taking into account the educational level of the parent with higher academic degree. The academic grades obtained by students in mathematics and portuguese language were also considered. The results show statistically significant correlations between variables. Internal causal attributions such as capacity and study methods were predominant to explain school performance in the sample and stood out in contrast to external attributions explanations. Regression analyses revealed that 34.5% of the variance in the combined achievement on Portuguese Language and Mathematics in primary education and 21.3% in secondary education could be explained by both the attributional dimensions and family education level. Some educational implications are present taking these data.
机译:本文分析了来自葡萄牙大陆以及亚速尔群岛和马德拉群岛的2.082名公立学校学生的家庭教育水平和因果归因在解释学生的数学和葡萄牙语学习成绩方面的贡献。因果归因是通过学校成绩因果归因调查表(QARE)进行评估的。估计家庭教育水平时要考虑到具有较高学历的父母的教育水平。还考虑了学生以数学和葡萄牙语获得的学术成绩。结果显示变量之间的统计显着相关性。内部因果归因(例如能力和学习方法)主要用来解释样本中的学校表现,并且与外部归因解释相反。回归分析表明,初等教育中葡萄牙语和数学的综合成绩中34.5%的差异是中等教育中21.3%的差异,而中等教育中则为21.3%。采取这些数据会带来一些教育意义。

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