Reading comprehension, attributional styles, cognitive and self-regulation strategies and logical-mathematical intelligence: Predictors of overall academic achievement and achievement in the subject of Spanish language in students from schools with high l
DOI:
https://doi.org/10.7764/onomazein.45.01Keywords:
attributional styles, academic achievement, secondary schoolAbstract
The main objective of this study was to examine the differences and quantify the effect of
the addition of the above-mentioned variables to an explanatory model for academic performance.
For this purpose, comparative analysis, bivariate correlation and stepwise multiple
regression models were used. The results showed that 34.9% of the variance of students’
grade point average in the subject of Spanish Language could be explained by the variables
that were added to the model. The positive effect of reading comprehension, achievement
attributed to effort, and the self-regulation strategy of revision stood out in this model. At
the same time, a negative effect was found for older age and attributing achievement to
external causes. In addition, the explanatory model introduced in this article showed greater
predictive power for the female group; notably the variable critical comprehension also had
a positive effect for the female group. Finally, the main educational implications for these
findings are analyzed and discussed in this paper.
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