Dimensions of attributions of academic and affiliative situations in a sample of students of higher education in Mexico

The importance of attributions for classroom settings has already been highlighted by several authors. it has been also documented that attributions have an antecedent in culture. However, there exists very few studies aimed at determining the attributions and its dimensions This study examined the attribution and dimensions of attributions of 300 students df two institutions of higher education in Mexico. Students were administered an Attributional Scale with 16 academic and affiliative situations. Situations presented were typical of success and failure. Differences were found between the attributions and dimensions for the two institutions. In the same way, differences were found by sex, and academic program. Conclusions are established in terms of dimensions, culture, and academic and affiliative situations.