The Causality Attributions Scale of school performance: A study of alidity criterion evidence

Abstract

The aim of this study was to provide concurrent criterion validity evidence to the Causal Attributions Assessment Scale for Basic Education (EAVAT-EF). The school performance measures used were the students' scores in Portuguese Language and Mathematics and their self-evaluation of income in the school. 661 Brazilian's students from Elementary and Middle Schools in Brazil (3rd to 9th grades), of both genders, aged 8 to 17 years (M = 11.82, SD = 1.91) participated in this study. The predictive model of school performance was based on EAVAT-EF factors added to the variables gender, number of previous school repetitions and self-evaluation. This model was tested in Elementary and Middle School. In Elementary School, the linear regression analysis showed that the EAVAT-EF factors had the explained variance less expressive for school performance compared to the standardized coefficients identified in Middle School. The intrapersonal causal attributions seem to interfere on the students' academic performance through classifications and students' self-evaluation, and vice versa. In addition, these results suggest that the impact on the causal attributions is consolidated and becomes more relevant with the advancement in schooling.