Attributional styles and life events in the classroom: Vulnerability and invulnerability to depressive mood reactions.

A core prediction of the reformulated model of learned helplessness and depression states that when confronted with the same negative life event, people who display a tendency to attribute negative outcomes to internal, stable, or global factors should be more likely to experience a depressive reaction than people who typically attribute negative outcomes to external, unstable, or specific factors. The present study tested that prediction with 227 undergraduates by determining whether the content of Ss' attributional styles at 1 point in time predicted the severity of their depressive response (Multiple Affect Adjective Check List) to receiving a low grade on an exam at a subsequent time. Consistent with the prediction, Ss with an internal or global attributional style for negative outcomes at Time 1 experienced a depressive response when confronted with a low grade; Ss with an external or specific attributional style were invulnerable to this response. In contrast to results for the internality and globality dimensions, Ss' scores along the stability attribution dimension were not correlated with the severity of their depressive response to the low grade. In the absence of a negative life event, Ss' generalized tendencies to make internal or global attributions for negative outcomes at Time 1 were not significantly correlated with their subsequent changes in depressive mood, although there was a nonsignificant positive correlation between severity of depressive response and the tendency to make global attributions for negative outcomes at Time l. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral and characterological attributional styles as predictors of depression and loneliness: Review, refinement, and test.

The literature on self-blame and depression reveals 2 interrelated problems. First, although R. Janoff-Bulman's (see record 1981-01320-001) conceptualizations of self-blame are clear, empirical operationalization is difficult and has resulted in approaches that do not capture the richness of the constructs. Second, past research has produced inconsistent findings. A comprehensive literature review revealed that the inconsistencies are related to the method of assessing attributions. A correlational study, with 2 samples of 680 and 321 undergraduates, designed to more accurately represent the self-blame conceptualization revealed that both behavioral and characterological self-blame contribute uniquely to depression and loneliness. Supplementary results regarding circumstantial attributions and regarding attributional styles for success were presented. Empirical issues regarding possible methodological refinements and effect size, as well as the value of categorical approaches to the study of attributional style were discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-blame and depressive symptoms.

Investigated whether internal attributions for bad events are always associated with depression. The depressive symptoms of 86 female undergraduates correlated with blame directed at their own characters. In contrast, blame directed at their own behaviors correlated with lack of depressive symptoms. Behaviorally attributed bad events were seen as more controllable and their causes less stable and less global than were characterologically attributed bad events and their causes. Characterological blame increased with more negative life events during the last year, implying that individuals who blame their character may arrive at this attributional style by a covariation analysis. Finally, characterological blame did not precede the onset of depressive symptoms 6 or 12 wks later. As a result, characterological blame may be a strong concomitant of depression but not a cause. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring parental attributions: Conceptual and methodological issues.

A selective review is offered of current issues and new developments in the measurement of parental attributions for social behavior. Attributions have alternatively been conceptualized as involving (a) memory-dependent knowledge structures (i.e., interpretive styles that are dependent on the parent's history) or (b) stimulus-dependent appraisal processes (i.e., interpretations that are dependent on information available in the immediate context). Consideration is given to the theoretical underpinnings of different types of attributional measures and the implicit models within attribution research (e.g., attributions as mediators, attributions as moderators). Finally, psychometric issues within different attributional approaches are discussed, including consideration of the factors that optimize or constrain the utility of different measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of intervention discrepancy in counseling for negative emotions.

Studied relationship and clarification-reconceptualization (CR) functions of intervention discrepancy in brief counseling for 34 undergraduate clients having problems with negative emotions. Discrepancy was varied according to L. H. Levy's (1963) semantic-propositional distinction. Three treatments represented levels of intervention discrepancy: (a) listening—low semantic and low propositional discrepancy, (b) congruent interpretation—high semantic and low propositional discrepancy, and (c) discrepant interpretation—high semantic and high propositional discrepancy. Two counselors administered all treatments. Ss completed the Beck Depression Inventory, the Barrett-Lennard Relationship Inventory, and a client beliefs inventory. As hypothesized, all treatments contributed to the establishment of a therapeutic relationship, regardless of intervention discrepancy. The hypothesis that interventions containing discrepancy would contribute to the CR of client problems was partially confirmed; clients in the 2 interpretation conditions gained a greater sense of self-control than clients in the listening condition. Both relationship and CR functions were positively associated with outcome. All treatments reduced negative emotions; discrepant interpretations were the most consistently effective, and the listening interventions the least. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributional style and the Type A coronary-prone behavior pattern.

Examined the attributional styles of Types A (coronary-prone) and B (non-coronary-prone) individuals in 2 studies in which 62 undergraduates and 199 18–65 yr old county residents, classified on the Jenkins Activity Survey, completed an attributional style questionnaire. Past research suggests that Type A's exhibit greater performance deficits than Type B's following exposure to extended, salient uncontrollable stimuli. The reformulated learned-helplessness model suggests that individuals most prone to such performance deficits should exhibit an attributional style characterized by internal, stable, and global attributions for negative outcomes, but external, unstable, and specific attributions for positive outcomes. However, a self-esteem protection explanation of learned-helplessness findings predicts an opposite, self-serving attributional style. Results from both studies indicate that Type A's were more self-serving than Type B's in their attributions for positive and negative outcomes. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental study of learned helplessness.

Examined susceptibility to learned helplessness among 20 children from each of kindergarten, Grade 1, Grade 3, and Grade 5 classes by exposing groups of Ss to either repeated failure or repeated success on hidden figures problems. Helplessness was measured by Ss' persistence in looking for hidden figures and their capacity to find them following repeated success or failure. It was hypothesized that younger Ss would be less susceptible to helplessness than older ones, due to age-related differences in causal attributions for success and failure. Results confirm the hypothesis in that failure, relative to success, had significantly less influence on the level of helplessness in younger Ss' behavior. It is suggested that the development of attributional capabilities during the preschool and early elementary school years has important ramifications for cognitive theories of motivation. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race, class, and the attributional process.

Two experiments examined the process and content of attributional thinking in Black and White children who differed in socioeconomic status (SES). In Exp I, 171 7th graders subdivided into middle-SES Black, middle-SES White, low-SES Black, and low-SES White groups imagined that they succeeded or failed at an examination, with the cause of the outcome specified. Their perceptions of the dimensional properties of causes (locus, stability, and controllability), expectancy for success, teacher evaluation, and affective reactions were reported. Similar judgments were made in Exp II, with 148 of the Ss from Exp I, in response to actual rather than hypothetical success and failure, and Ss' causal attributions for their performance were reported. Analyses revealed that Blacks did not display a less adaptive attributional pattern than did Whites following actual performance, and no differences existed in Ss' understanding of the meaning (dimensional placement) of causes. A linkage between the locus of causes and affect also was documented in all race?×?SES groups. In contrast, race and class differences occurred in Ss' perceptions of predicted stability–expectancy and controllability–evaluation causal linkages. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of the "mentally retarded" label on adult judgments about child failure.

Retarded children show marked susceptibility to learned helplessness. Three experiments illustrate how adults may foster this helplessness. In Exp I, 152 college students reported causal attributions for failure and expectancies of future success for either "a 6-yr-old child" or "a 9-yr-old mentally retarded child with a mental age of 6 yrs." In Exp II, 58 Ss reported attributions and expectancies for both children. In both experiments, insufficient ability was rated a more important cause of failure for the retarded than for the unlabeled child, insufficient effort was rated more important for the unlabeled child, and the retarded child was rated less likely to succeed in the future. In Exp III, 54 Ss' responses indicated that either a low expectancy of success, an insufficient-ability attribution, or the retarded label alone would reduce the likelihood of their urging a child to persist after a failure. Results suggest a proposed attributional bias (overextension), a familiar attributional bias in a new context (discounting), and resultant helplessness-condoning behavior by adults. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situations, attributions, and the evaluation of reactions.

The present studies deal with the integration of theoretical models and empirical work on the antecedents of causal attributions with conceptions about attributional consequences. A central, although thus far neglected, postulate of attribution is addressed: the assumption that realistic attributions lead (or, more specifically, are perceived as leading) to functional behaviors and emotions. First, definitions of veridicality and functionality are discussed within an attributional framework. Second, three simulation studies that investigate whether realistic attributions are perceived as leading to functional reactions were conducted. Results indicated that stimulus persons who are described as exhibiting behaviors that are guided by unrealistic attributions are judged to be less likely to attain long-range success in both achievement and social situations and are thought of as being less contented and less likeable than persons who show reactions that are tied to realistic attributions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Now why'd he do that? The nature and correlates of mothers' attributions about negative teen behavior.

This study examined the attributions that mothers make about their teens' negative behaviors and whether these attributions are related to their own attributional styles, as well as the relationship between mothers' attributions and parent-teen relationship conflict. Globality of mothers' attributions was particularly important: Globality of attributions about events in their own lives was correlated with globality of attributions about teens' behavior, and globality of mothers' attributions about teen behavior was correlated with conflict. The nature of the negative behavior (whether it directly involved the parent or did not) made a difference in predictable ways. The results highlight the ways in which a full understanding of the role of attributions in parent-teen relationships calls for more complex conceptualization of traditional attribution dimensions, notably, the internal-external dimension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experimental modification of attribution processes.

Attributional style is hypothesized to be a causative factor in depression vulnerability; however, no studies to date have examined whether manipulation of attributional style influences depressed mood. The purpose of this study was to determine whether computer-based cognitive bias modification (CBM) procedures could modify attributional style and influence stress vulnerability. Participants were provided with multiple training trials that were intended to promote the use of either a positive or a negative attributional style. Compared with individuals in the negative attributional style condition, individuals in the positive attributional style condition showed decreased tendency to make self-deficient causal attributions for poor performance on a difficult anagram test. Furthermore, individuals in the positive attributional style condition reported less depressed mood in response to this academic stressor. These results suggest that attributional style is not invariable and can potentially be modified with CBM approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Outcome and attributional disagreements between students and their teachers.

Teachers' and students' outcome interpretations, attributions for the outcome, expectancies of future exam outcome, and perceptions concerning instrumental actions were compared after a math exam. One third of the students disagreed with their teacher about whether the exam outcome was a success or a failure; teachers evaluated the outcomes more positively than did students. When the students and the teachers agreed on the outcome interpretation, their mean attributional ratings did not apparently differ. However, ratings of teacher–student dyads revealed considerable attributional differences. After perceived failure, the dyadic attributional disagreements were related to disagreements concerning the instrumental actions needed for future success. Also, given failure, the more discrepant the dyad members' views of the stability of the attributions were, the more discrepant were their future expectations. Disagreements between students and teachers concerning outcome evaluation, causal perception, and future expectancy are discussed in terms of students' and teachers' biases. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Covariation information and cognitive processing: Effects of causal implications on memory.

Investigated the impact of attributional implications of covariation information on memory for the implied causal agent. 118 undergraduates read summary paragraphs of consensus, distinctiveness, and consistency (CDC) information and were then timed as they verified from memory whether certain probe words, including the name of the implied causal agent, had appeared in the paragraph. In Exps I and II, Ss were not instructed to attend to attributional implications but merely to study the information for the subsequent memory test. In Exp III, Ss made attributions to each paragraph just prior to the probe task. Results indicate that (a) the names of implied causal agents were verified more slowly than names of noncausal entities if the order of CDC components facilitated attributional processing and (b) this effect was obtained regardless of Ss' immediate need to make an attributional judgment. Data are consistent with the interpretation that the implied causal agent was automatically integrated more thoroughly into the memory representation of the information, which had to be "decomposed" to allow verification of the agent's identity. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prospective and retrospective reports of mood states before relapse to substance use.

In a prospective design, it was predicted that the role of negative mood in precipitating relapses and crises among alcohol-dependent Ss would be greater when assessed with retrospective mood ratings than when assessed by prospective mood ratings because of Ss' attributional biases. This hypothesis was not supported. Support was found, however, for a relationship between negative bias and the amount of negative mood assessed at the time the retrospective report was given. As has been previously found, the most frequent precipitant of relapses and crises in this study was negative emotional states. Female Ss were more likely to report interpersonal and less likely to report intrapersonal determinants than male Ss. Minor relapses were more likely to be precipitated by social pressure and less likely to be related to negative emotions than major relapses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explaining attributions for achievement: A path analytic approach.

A nonmotivational, expectancy-confirmation model of asymmetrical achievement attributions was compared to a theory of attributional egotism. Data permitting tests of the theories and comparisons between them were collected over an entire semester from students taking examinations in an undergraduate course. 469 students provided expectancies, bases for expectancies, and attributions for 3 examinations. It was found that Ss' expectancies were unrealistically high at the beginning of the course but became more accurate over time. Path analysis indicated that expected scores were based on prior performance and, increasingly throughout the semester, on expected effort. ANOVA revealed that Ss were generally egotistical in their outcome attributions, stressing internal factors following success and external ones following failure. Attributions were also influenced by the degree to which expectancies were confirmed if such expectancies were clearly based on the attribution factor in question. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributional analysis as self-affirmation.

Conducted 2 experiments to examine whether the tendency to make more extreme attributions following control deprivation, observed by T. S. Pittman and N. L. Pittman (see record 1981-25822-001), stemmed from a motive to regain actual environmental control or to affirm an image of oneself as able to control (important outcomes). Study 1 varied control deprivation by exposing 78 undergraduates to either high-, low-, or no-helplessness training prior to measuring attributions. A 4th condition exposed Ss to low-helplessness training but allowed them to affirm a valued self-image (by completing a self-relevant value scale) just prior to the attribution measure. Replicating the findings of Pittman and Pittman, Ss made more extreme attributions and had worse moods in the high- and low-helplessness conditions than in the no-helplessness condition, but in the 4th condition the self-affirming value scale eliminated the effect of low-helplessness training on both attributions and mood. Study 2, using 32 undergraduates, showed that this effect occurred only when the value scale was central to Ss' self-concept. It is concluded that the motive for attributional analysis following control deprivation in this paradigm was to protect a positive self-image rather than to regain environmental control and that this motive can stimulate attributional analysis that is not related to the self or the provoking control threat and, thus, is not self-serving. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributions for real and hypothetical events: Their relation to self-esteem and depression.

Examined the association between attributional style, self-esteem, depressive symptoms, and general distress to test hypotheses derived from a learned helplessness model and B. Weiner's (see record 1979-28688-001) attributional model of motivation. 178 male and female undergraduates completed the Beck Depression Inventory, Rosenberg Self-Esteem Scale, and an attributional style questionnaire and were asked to make causal attributional ratings about 12 hypothetical events. 151 Ss also were asked to make diary ratings on 14 real events. Attributional ratings were internally consistent across events, but attributions about positive outcomes were either uncorrelated or positively correlated with attributions about negative outcomes, failing to support learned helplessness predictions that a single process underlies attributions about positive and negative events. As predicted, internal attributions for positive outcomes were primarily associated with high self-esteem. Only internal stable attributions for negative outcomes were related to depressive symptoms, consistent with Weiner's model. The pattern of correlation between attributions and general distress was essentially identical to that obtained with depressive symptoms. Attributions for real events were similar in their effects to ratings of hypothetical events. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)