An exploration of defensive pessimism, explanatory style, and expectations in relation to the academic performance of college and university students.

Berry, Scott Richard

doi:10.18297/etd/104

Cited by 3 publications

(3 citation statements)

References 52 publications

(141 reference statements)

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“…En el segundo, han mostrado que el estilo atribucional se relaciona con variables tales como la satisfacción escolar y las habilidades de estudio; además, que junto a otras puede predecir el rendimiento escolar (cfr. Berry, 2017;Dykema, Bergbower, Peterson, 1996;Gibb, Zhu, Alloy, Abramson, 2012;Hershberger, Zimerman, Markert, Kirkham, Bosworth, 2010;McKenzie, Schweitzer, 2011;Metin, Oskan, 2018;Pool-Cibrián, Martínez-Guerrero, 2013;Rowe, Lockhart, 2015).…”

Section: Estilo Atribucional Académico: Variable a Diagnosticar En El Ingreso A La Universidadunclassified

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Validación del Cuestionario de Estilo Atribucional Académico para el diagnóstico de ingreso a la Educación Superior

González

Vivanco

2021

DSE

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Las universidades buscan caracterizar a sus estudiantes para prevenir que abandonen la escuela y así, posibilitar su egreso. Entre las variables que se diagnostican y se relacionan con el rendimiento, éxito y trayectoria escolar, están las cognoscitivo-motivacionales: autoestima, autoconcepto y motivación (Pool-Cibrián, Martínez-Guerrero, 2013). Estas variables se construyen a partir de otra: el estilo atribucional, o cómo define la forma en que la persona interpreta lo que le sucede; el académico se refiere a la manera en que un estudiante interpreta lo bueno y lo malo que le ocurre en la escuela o en relación con su aprendizaje (Petri, Govern, 2015). El objetivo del presente estudio fue adaptar el Cuestionario de Estilo Atribucional Académico ( CEAA ), en una población de estudiantes preuniversitarios. El instrumento se adaptó y aplicó a aspirantes para el ingreso a una universidad de la Ciudad de México. En los resultados se observó que los reactivos del cuestionario se organizaron en cuatro factores, de forma coincidente con la propuesta de Peterson et al. (1982), fundamento empírico del instrumento. Se encontró que los factores cuentan con un alpha de Cronbach a>0.75. En futuras investigaciones se podría probar su validez concurrente, comprobar otros modelos factoriales y determinar su validez predictiva respecto del rendimiento escolar.

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Section: Estilo Atribucional Académico: Variable a Diagnosticar En El Ingreso A La Universidadunclassified

“…Se ha observado que el AASQ es un instrumento confiable y válido (Berry, 2017;Dykema et al, 1996;Gibb et al, 2012;Hershberger et al, 2010;McKenzie, Schweitzer, 2011;Peterson et al, 1982;Peterson, Barret, 1987). El instrumento se califica como otras escalas tipo Likert.…”

Section: Instrumentounclassified

Validación del Cuestionario de Estilo Atribucional Académico para el diagnóstico de ingreso a la Educación Superior

González

Vivanco

2021

DSE

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“…Proverbs expressing defensive pessimism [3], reflect such basic features of pessimism as «hopelessness», «uncertainty», «negative expectations». Anxiety which is connected with the disability to control the situation, low expectations, despite the positive previous experience, are the factors that underlie the semantics of such proverbs: blessed are they who expect nothing, for they shall not be disappointed; don't shout until you are out of the woods; if you can't run with the big dogs, stay under the porch; little boats should stay close to shore; many go out for wool and come home shorn та ін.…”

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Proverbs as phraseological means of expressing pessimism

Boichuk¹,

Yefremova

2021

The Issues of Modern Philology and Creative Methods of Teaching a Foreign Language in the European Education System

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Broad understanding of phraseology suggests that proverbs are necessary components of the phraseological system of any language [1], thus having a certain potential to be used in pessimistic utterances. Proverb is a «succinct and pithy saying in general use, expressing commonly held ideas and beliefs» [7]. Proverbs as clichéd, aphoristic and sententious units reproduced without significant changes in communicative situations, contain implicitly wider as compared to explicitly expressed, factual and evaluative-aesthetic information.The semantic analysis of proverbs [4; 5; 6] has helped to indicate the semes of pessimism that reveal their potential ability to express qualitative features of pessimism in speech. It has been found that 47.3% of the proverbs under analysis explicate only one qualitative feature of pessimism in speech. The rest (52.7%) serve to express a set of qualitative features of pessimism.One qualitative feature of pessimism is implemented in speech by proverbs, which express: 1) basic features of pessimism: «misfortune» -Wednesday's child is full of woe; «failure»a miss is as good as a mile; it's (just) one thing after another; it's the same old story; marry at haste and repent at leisure; marry in may, rue for aye; small choice in rotten apples; when poverty comes in at the door, love flies out of the window; «negative expectations»hope for the best and prepare for the worst; bread always falls buttered side down; hope is a good breakfast but a bad supper; many go out for wool and come home shorn; shit happens; sing before breakfast, cry before night; sorrow comes unsent for; the best-laid schemes of mice and men gang aft a-glay; «uncertainty»don't shout until you are out of the woods; go farther and fare worse; if you can't run with

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Linking academic performance to optimistic attributional style: attributions following positive events matter most

2019

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An exploration of defensive pessimism, explanatory style, and expectations in relation to the academic performance of college and university students.

Cited by 3 publications

References 52 publications

Validación del Cuestionario de Estilo Atribucional Académico para el diagnóstico de ingreso a la Educación Superior

Validación del Cuestionario de Estilo Atribucional Académico para el diagnóstico de ingreso a la Educación Superior

Proverbs as phraseological means of expressing pessimism

Linking academic performance to optimistic attributional style: attributions following positive events matter most

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