Sex and grade differences in academic self-attributions of college students

Abstract

Purpose of this study was to analyze, from a dispositional perspective, differences in attributional profile of men and women and college students from different academic levels. The Sydney Attribution Scale (SAS) was administered collectively, anonymously and voluntarily to a sample of 1.508 college students (37.4% men) aged 18 to 59. Results revealed a similar and adaptive attributional profile in all samples. Although the analysis of variance showed significant differences in some dimensions that make up this profile, the analysis of effect sizes confirmed that relevance of these differences can not be supported empirically. Results are discussed in terms of dieoretical and practical implications.