School performance and personal attitudes and social responsibility in preadolescent students

This study focuses on the analysis of the differences observed between students with different levels of academic performance in their social attitudes and personal responsibility towards study, according to various theories and models. Participants were 235 students from the third cycle of Primary Education (10-12 years old). They completed two attitude rating scales: (a) Assessment Scale of Social Responsibility Attitudes of Primary School Pupils (EARSA-P, Monsalvo, 2012b), consisting of 23 items grouped into six factors (obedience in the family, polite and accepting their mistakes, trust in their parents, responsible in school setting, friendly and willing to help and careful of their environment); and (b) Assessment Scale of General Attitudes towards Study E-1 (Morales, 2006), which consists of 15 items grouped into five dimensions (high aspirations, enjoyment of study, study organization, efforts to understand and desire to continue learning). We compared the levels of social responsibility and attitudes toward study according to the level of academic achievement, finding significant group differences in attitudes toward study and responsibility in terms of academic achievement