Resumen

VERA SAGREDO, Angélica; CERDA-ETCHEPARE, Gamal; PEREZ-WILSON, Carlos  y  ARAGON-MENDIZABAL, Estíbaliz. Sociocognitive Variables that Influence Academic Achievement and the Differential Effect on Students with Special Educational Needs. RMIE [online]. 2022, vol.27, n.95, pp.1085-1113.  Epub 30-Ene-2023. ISSN 1405-6666.

This research presents the results of the influence of a set of sociocognitive variables on the academic achievement of 1,498 Chilean students in 22 secondary schools in vulnerable contexts. An examination was made of attributional styles, strategies of self-regulation, school interaction, and academic self-concepts in relation to scholastic achievement in the Language and Communication class for all students. The differences between students with and without special educational needs were studied. Differences were analyzed through the t-test and ANOVA, and correlations through the Pearson coefficient and multiple regression models. The main results indicate that students with the greatest educational needs believe that their scholastic successes are due primarily to luck, while their failures are due to the lack of skill.

Palabras llave : secondary education; causal attributions; self-regulation; school interaction; academic self-concept; special educational needs.