Autoconcepto, proceso de atribución causal y metas académicas en niños con y sin dificultades de aprendizaje

  1. Núñez Pérez, José Carlos 1
  2. González Pumariega Solís, Soledad 1
  3. González Castro, Paloma 1
  4. Roces Montero, Cristina 1
  5. Marta García 1
  6. Valle Arias, Antonio 2
  7. González Cabanach, Ramón 2
  8. Álvarez Pérez, Luis 1
  9. González-Pienda García, Julio Antonio 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2000

Volumen: 12

Número: 4

Páginas: 548-556

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Los resultados de la investigación psicológica realizada hasta la fecha en muestras de estudiantes con dificultades de aprendizaje (DA) respecto a variables tales como el autoconcepto, la motivación o los procesos de atribución causal son, en muchos casos, contradictorios. Revisiones recientes apuntan a una doble explicación de este hecho: por una parte, el tipo de instrumento utilizado para evaluar estas variables y, por otro lado, estaría la comparación de resultados de grupos de estudiantes con DA escolarizados en contextos distintos (clases inclusivas, apoyo fuera de clase ordinaria, etc.). Con la realización de este estudio pretendemos profundizar en el análisis de esta situación ciertamente confusa. Han sido utilizados instrumentos de evaluación multidimensional, de contrastada fiabilidad y validez, un único tipo de clase (apoyo fuera de la clase ordinaria), y un tamaño muestral razonablemente amplio (259 estudiantes con DA y 243 sin DA). Los resultados del estudio muestran que los estudiantes con DA, en relación a sus iguales sin dificultades, presentan una imagen de sí mismos más negativa a nivel general y, especialmente, en las áreas académicas, aunque también en las dimensiones de naturaleza social; atribuyen sus fracasos más a causas internas que externas y se responsabilizan menos de sus éxitos, aunque en ambos casos consideran el esfuerzo como factor fundamental de cara a sus resultados académicos; y, finalmente, se encuentran menos motivados hacia el aprendizaje escolar y la búsqueda de aprobación social

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