Abstract

The objective of this research was to validate the scale of Attributive Styles (EAT) originally developed by Alonso and Sánchez (1992). For the validation of the instrument, we worked with a sample of 1498 students, comprising 802 (53.5%) women and 696 (46.5%) men, belonging to 22 public secondary education institutions in Chile. The results obtained through the exploratory and confirmatory factor analyzes show a five-factor structure, different from the original structure of the instrument. The results of this study provide evidence that the EAT scale allows evaluating the causes of the attributions made by students in the Chilean context about their academic successes or failures. In addition, the projections of its use in this educational scenario are discussed and analyzed.