Attributional patterns and academic persistence in university students: validity of the Attributional Motivation Scale of General Achievement (EAML-G)

Abstract

The Attribution Scale of General Achievement Motivation (EAML-G) was adapted to identify causes to which a student attributes its performance on a set of subjects after one academic period and not to a particular subject, as it was originally Motivation Achievement Scale of Manassero and Vazquez (1998). The EAML-G also identifies attributional patterns in college students. The aim of this research was to obtain evidence of construct and criteria validity of eaml-g. Participated in study 338 students of Simon Bolivar University. The results are consistent, from statistical viewpoint, and allow comparison of values between populations and variables of interest to existence of two patterns attribution; also verifies the explanatory contribution of these patterns regarding what academic persistence together with previous studies, support the use of EAML-G.