Psycho-attributional styles in sports and academic dropout in technological higher education
Keywords:
Attributional styles, student dropout, athletes, Technological Higher Education.Abstract
Understanding how students explain their academic and sports failures or successes, directly influencing their motivation, perseverance, and dropout decisions, is one of the research lines based on educational optimization. Therefore, the objective of this study was to determine the relationship between attributional styles and dropout rates among students who systematically practice sports at the Technological Higher Education institution, Sullana 2024. The research employed a non-experimental design with a quantitative approach and cross-sectional analysis, using ordinal logistic regression. The sample consisted of 299 randomly selected student-athletes. Attributional aspects (internal, external, stable, unstable, positive, and negative) were evaluated through an ordinal scale. Statistical analysis revealed a significant relationship between attributional styles and student dropout (p < 0.05), with a Nagelkerke R² of 0.124, indicating a moderate explanation of the phenomenon. Logistic regression by dimensions showed significant associations with personal (R²=0.046), academic (R²=0.112), social (R²=0.113),
economic (R²=0.085), and institutional factors (R²=0.086). It was evidenced that higher scores in functional attributional styles are associated with a lower probability of dropout. Data did not present normality, justifying the use of non-parametric models. The social dimension was the most influential. The alternative hypothesis is confirmed. The study confirms that attributional styles significantly influence student dropout. Beliefs about the causes of success or failure are linked to social, academic, and institutional factors. These findings are key to designing psychoeducational policies and strategies.
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