Attributional complexity: An individual differences measure.

Describes the development of a scale that measures the complexity of attributional schemata for human behavior—the Attributional Complexity Scale (ACS). In Study 1, the ACS was administered to 289 undergraduates. The results show that the ACS had adequate internal reliability and test–retest reliability, and a factor analysis yielded 1 major factor. Study 2 tested the discriminant and convergent validity of the ACS by administering it to 81 undergraduates. As predicted, attributional complexity was not related to social desirability, academic ability, or internal–external locus of control, but it was positively related to the need for cognition. Study 3 confirmed the prediction that psychology majors (n?=?59) would have more complex attributional schemata than natural science majors (n?=?35). Studies 4 and 5, with 174 Ss, provided evidence for the external validity of the scale: Attributionally complex Ss compared with attributionally simple Ss spontaneously produced more causes for personality dispositions and selected more complex causal attributions for simple behavioral events. Implications for various issues in social cognition are discussed. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-situational consistency in causal attributions: Does attributional style exist?

Two studies evaluated the concept of an attributional style, as operationalized by the Attributional Style Questionnaire (ASQ). Study 1, with 1,333 undergraduates, examined the reliability and validity of the ASQ and analyzed the factor structure of the measure. Only weak evidence of a cross-situationally consistent attributional style was found. An attempt to identify Ss who tended to be very consistent in their causal attributions on the ASQ similarly did not provide strong support for the attibutional style concept. In Study 2, the relation between scores on the ASQ and causal attributions for actual negative events, as assessed by the Social Readjustment Rating Scale, were examined among 85 pregnant women. Attributional Style scores were poor predictors of actual causal attributions, and selecting highly consistent Ss did not improve the ASQ's predictive validity. Implications for the attributional style concept and an attributional analysis of depression are discussed. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and components of attributional complexity.

Tested the hypothesis that depression is associated with increased attributional complexity. In Study 1, 208 Ss completed the Beck Depression Inventory and the Attributional Complexity Scale. Analyses provided support for the hypothesis. Examination of individual components of attributional complexity revealed that depressed Ss, relative to nondepressed Ss, were higher in level of motivation to engage in attributional processing, the tendency to make complex external attributions, and the use of temporal information. In Study 2, 132 Ss completed the Beck Depression Inventory and made simple or complex causal attributions for naturally occurring positive and negative outcomes. As in Study 1, the depressed Ss made a greater number of complex attributions. The roles of complexity and motivational factors in the attribution process and in depression are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of control, causal attributions, and affects in achievement-related contexts.

114 male and 94 female undergraduates completed the Multidimensional-Multiattributional Causality Scales, the Profile of Mood States, and a scale of commonly experienced feelings. On the basis of the theory outlined by B. Weiner et al (see record 1980-32563-001), it was hypothesized that particular affect clusters (pride, gratitude, guilt, and anger) would characterize Ss differing with respect to attributional style. Pride and its cognates were more common affective responses among Ss who attributed achievement successes to internal causes, whereas anger and surprise were more common among Ss who attributed achievement failures to external causes. Pride was more strongly related to success attributions for females than for males. Results provide moderate support for the linkage between causal attributions and affects. (French abstract) (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A self-presentation approach to the fundamental attribution error: The norm of internality.

Three studies assessed the validity of the assumption of a general norm placing greater value on internal explanations for behavior than on external explanations (determined by Rotter's Internal–External Locus of Control Scale). Study 1 with 117 undergraduates demonstrated that Ss who expressed internal causal attributions received more social approval than those who expressed external ones. Study 2, in which 18 Ss rated themselves as giving more internal explanations for events than average others do, also demonstrated the greater positive value associated with internal attributions. In Study 3, 25 Ss given the injunction to create a positive impression described themselves as having a stronger bias toward internal attributions than did 24 Ss given the injunction to create a negative impression. The implications of the norm for internality are discussed and outlined for the actor–observer effect and for social psychological theories. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distortion in person perception as a consequence of the need for effective control.

Conducted 2 experiments to assess the impact of the need for effective control on attributions made in a conflict situation. In the 1st experiment with 32 undergraduates, it was hypothesized that the prospect of future interaction with a target person would lead observers to exaggerate the degree of dispositional information they believed could be inferred from the target person's behavior. Results confirm the hypothesis. In the 2nd experiment with 90 undergraduates, it was hypothesized that Ss scoring high on Rotter's Internal–External Locus of Control Scale would draw more dispositional inferences from a target person's behavior than would Ss scoring low on this scale. This prediction was also supported. The overall pattern of results is construed as supporting the position that the attributional differences found between the various types of observers were due, at least in part, to motivational as opposed to information-processing factors. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depressive attributional style.

143 undergraduates completed an attributional style scale designed by the authors, the short form of the Beck Depression Inventory, and the Multiple Affect Adjective Check List. Results show that depressed Ss, compared to nondepressed Ss, attributed bad outcomes to internal, stable, and global causes, as measured by the attributional style scale. This attributional style was predicted by the reformulated helplessness model of depression. In addition, relative to nondepressed Ss, depressed Ss attributed good outcomes to external, unstable causes. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sequential attributional feedback and children's achievement behaviors.

Determined how the sequence of ability and effort attributional feedback influenced task motivation, attributions for success, self-efficacy, and skillful performance in 80 elementary school Ss (aged 8 yrs 2 mo to 10 yrs 5 mo) in 2 experiments. In Exp I, 40 Ss lacking subtraction skills received training and problem-solved over 4 sessions. During the problem solving, Group 1 (ability-ability) periodically received ability feedback; Group 2 (effort-effort) received little effort feedback; Group 3 (ability-effort) was given ability feedback during the 1st 2 sessions and effort feedback during the last 2; Group 4 (effort-ability) had this sequence reversed. In Exp II, 40 Ss (chosen with the same criteria as in Exp I) followed the same procedures except they were asked about their perceptions of success or failure following training. Results for both experiments show that Ss in Groups 1 and 3 developed higher ability attributions, self-efficacy, and subtraction skills compared with Ss in Groups 2 and 4. The sequence of attributional feedback did not differentially affect motivation, effort attributions, or perceptions of training successes. (42 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)     

Depressive attributional style in psychiatric inpatients: Effects of reinforcement level and assessment procedure.

Examined the effect of contextual variation on depressive attributional style in 42 psychiatric inpatients divided into depressed (mean age 36.43 yrs) and control (mean age 30.52 yrs) groups on the basis of their responses to the Beck Depression Inventory. Ss received 20%, 50%, or 80% reinforcement on a task. Three measurement variables were evaluated: (a) when the attributions were produced (during vs after the task), (b) how the attributions were made (generating vs selecting influences), and (c) who provided the dimensional scores (Ss vs raters). The expected group differences on the attributional composite occurred only under the 20 and 50% reinforcement conditions. Group differences were demonstrated only when Ss made attributions after the task (when Ss selected attributions from a list). However, when the Ss generated their own influences after the task, group differences emerged only when they and not the raters provided the dimensional scores. Findings suggest that depressive attributional style is dependent on contextual factors and parameters of measurement. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributional versus preattributional variables in self-esteem and depression: A comparison and test of learned helplessness theory.

Tested, in 2 samples of undergraduates (92 in Exp I and 55 in Exp II), predictions made according to the attributional reformulation of learned helplessness theory concerning the cognitive determinants of low self-esteem and depression. Real and hypothetical life events were used. Ss were administered the Beck Depression Inventory, a checklist of life events, and a self-esteem scale. As predicted, internal attributions for hypothetical success and failure were correlated with self-esteem, but there was an unexpected correlation with global attributions for negative outcomes. Two preattributional variables, consensus and consistency judgments, were also related to self-esteem and depression. In contrast to learned helplessness theory, a path analysis indicated that these variables were not attributionally mediated. Consensus judgment was as strong a predictor of depression as the number of recent distressing life events that Ss had experienced. Other evidence that links depression to perceived low consensus is described, and a possible etiological role for this variable is outlined. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributions of learning disabled children.

Two studies compared learning disabled (LD) and normally achieving (NA) children's attribution patterns of success and failure in achievement and in social situations. In Study 1, 37 LD and 67 NA 7th and 8th graders were interviewed about attributions for hypothetical success–failure situations. 75 LD and 30 NA Ss (aged 9–17 yrs) from private schools were interviewed about attributions for real-life ratings of success in Study 2. NA Ss in both studies followed the expected pattern of attributing success more internally and failure (or less success) more externally. LD Ss attributed success to internal factors as well, but in both studies they also externalized success more than did the NA Ss. In their attributions for failure (or less success), the LD Ss in both studies did not follow the expected pattern. It is concluded that attributional differences between the LD Ss may reflect differences in self-esteem, expectations, and uncertainty. Careful reconsideration of the potentially negative consequences of attributional retraining of children with learning problems is recommended. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trait attributions: Relative validity, covariation with behavior, and prospect of future interaction.

Data obtained from 39 undergraduates suggest that the prospect of future interaction and the type of information available about an actor exerted considerable influence on the trait attributions offered by Ss. Attributions were more extremely dispositional, more valid, and more strongly related to subsequent behavioral tendencies when future interaction was anticipated than when it was not. Ss offered more extreme trait attributions when they were provided with behavioral information about the actors that warranted a dispositional inference than when they were not provided with such information. However, even when Ss were not provided with information that warranted a dispositional attribution, they still offered more extreme trait inferences when future interaction was anticipated than when it was not. Findings are interpreted in terms of three explanations for why the naive psychologist offers attributions. (30 ref) (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)     

Hypnotic analgesia and stress inoculation in the reduction of pain.

Investigated the influence of hypnotic ability on 3 methods of reducing cold-pressor pain. Following a baseline immersion, 30 high- and 30 low-hypnotizable undergraduates were randomly assigned to 1 of 3 treatment groups: stress inoculation training, stress inoculation training defined as hypnosis, or hypnotic analgesia. Analysis of pain reports indicated a significant hypnotic ability?×?treatment interaction. Among Ss receiving hypnotic analgesia, high-hypnotizables reported significantly less intense pain than lows. There was no differential response for high- and low-hypnotizable Ss receiving stress inoculation training, whether or not it was defined as hypnotic. Moreover, Ss in the stress inoculation condition (whether or not defined as hypnosis) reported using cognitive strategies to reduce pain, whereas this was not the case for Ss in the hypnotic analgesia condition. The present findings seem inconsistent with the social psychological account of hypnosis and are discussed from a dissociation perspective, which views hypnosis as involving changes in the way information is processed. (56 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affect as a determinant of egotism: Residual excitation and performance attributions.

Investigated the influence of outcome-related affect on subsequent causal attributions. After working on a social skills test, 66 male college students engaged in physical exercise. Ss were given success or failure feedback on the test 1, 5, or 9 min after the exercise. Excitation transfer theory suggests that the residual arousal from the exercise in the 5-min condition would elevate the positive and negative affective states elicited by success–failure feedback. Thus, increased attributional egotism in the 5-min condition was predicted. Findings show that Ss preferred internal factors to explain success, whereas external factors were blamed for failure. Ego-defensive attributions following failure and ego-enhancing attributions following success were more pronounced in the 5-min condition than in the other conditions. Results support the idea that outcome-related affect mediates egotistical performance attributions. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Desire for control and achievement-related behaviors.

Tested a model that describes the relation between individual differences in the general desire to control events and performance in achievement-related tasks in 6 experiments with 304 undergraduates. All Ss were administered a desirability of control scale and this variable was tested in relationship to achievement-related behavior (aspiration level, response to challenge, persistence, and attributions for success and failure) outlined in the model. Results show that Ss high in the desire for control displayed higher levels of aspiration, had higher expectancies for their performances, and were able to set their expectancies in a more realistic manner than were Ss low in the desire for control. Ss high in desire for control were also found to respond to a challenging task with more effort and to persist longer at a difficult task than were Ss low in desire for control. Finally, a pattern of attributions for success and failure was uncovered for Ss high in desire for control that has been associated with high achievement levels. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)