Academic attributions and school achievement among Romanian children left behind by migrant parents

Given the limited research-based information available about Romanian students left behind by migrant parents, the present study focuses on academic attributions and school achievement among this group. Students' responsibility beliefs in academic situations were measured with a later form of Intellectual Achievement Responsibility questionnaire (Crandall et al., 1965). The average grade for a semester was taken into account as an indicator of school achievement level. One hundred seventy-four secondary school students participated in the study, out of which ninety-two with migrant parents. Instruments were self-administered and classroom teachers reported average grades. Results indicate that parents' absence has significant effects on students' school achievement and academic attributions are significantly more negative and rather external for children left behind.