How to promote social approval: Effects of audience and achievement outcome on publicly communicated attributions.

Students' understanding of attributional self-presentation strategies that facilitate adults' and peers' social approval in achievement situations was examined. In Exp 1, 8th-grade students were asked to predict how success and failure due to ability (high vs low) and effort (high vs low) would affect peer popularity and teacher liking. Students recognized that attributions elicit different responses depending on their audience and achievement outcome. In Exp 2, the same participants rated the likelihood of communicating 4 attributions (ability, effort, exam fairness, and luck) as a reason of their own imagined exam performance to peers, teachers, and parents. Consistent with the results of Exp 1, the students varied their explanations according to the outcome and the audience. The results of the 2nd experiment were also replicated with college students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-serving bias in the classroom: Who shows it? Who knows it?

Two studies were conducted to explore student and teacher attributions for success and failure. In the first study, college students were randomly assigned to 1 of 3 roles (student, teacher, or observer). The teacher constructed a written lesson for the student to study. Both teachers and students made self-serving attributions taking credit for success, but not for failure. Although their attributions differed, participants in each role were aware of how participants in the other roles would make their attributions. A second study surveyed college teachers, students, and staff concerning actual previous high and low grades. The results replicated those of the first study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal attributions of learning-disabled children: Developmental patterns and relation to academic progress.

The relation of school-identified learning-disabled (LD) children's achievement attributions to their academic progress and an examination of developmental patterns of their attributional styles were investigated in these longitudinal studies. Attributions were measured with two scales on which children attributed hypothetical academic failure situations to causes that varied on dimensions of locus, stability, and controllability. Academic progress was indexed by changes in achievement test scores over a 2-year span and by teachers' ratings of students' success and classroom behavior. In accordance with Weiner's theory of achievement motivation, LD children who attributed failures to variant, controllable causes made the greatest achievement gains and were rated by teachers as exhibiting the most appropriate classroom behavior. Comparison of developmental patterns of attributions between LD and nondisabled children did not support the hypothesis that LD children enter a self-perpetuating failure cycle; nor were previously reported findings of sex differences within the LD group replicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vulnerability to depressive mood reactions: Toward a more powerful test of the diathesis–stress and causal mediation components of the reformulated theory of depression.

To provide a more powerful test of the diathesis–stress component of the reformulated theory of depression (Abramson, Seligman, & Teasdale, 1978), we extended and refined the Metalsky, Abramson, Seligman, Semmel, and Peterson (1982) study and examined whether the content of college students' attributional styles (hypothesized attributional diathesis) as measured at Time 1 interacted with the outcomes students received on a class midterm exam to predict their subsequent depressive mood responses. In addition, to test the mediation component of the theory, we examined whether the relation between the hypothesized attributional diathesis and failure students' subsequent depressive mood responses to their low midterm grades was mediated by the particular causal attributions these students made for their low grades. The results partially corroborated the current statement (Abramson, Alloy, & Metalsky, 1986; Abramson, Metalsky, & Alloy, 1986a, 1986b) of the diathesis–stress component of the theory. Whereas students' immediate depressive mood reactions were predicted solely by the outcomes they received on the class midterm exam, their enduring depressive mood reactions were predicted solely by the hypothesized Attributional Diathesis?×?Outcome on Midterm Exam interaction. The direction and form of the interaction were in line with prediction. The results corroborated predictions derived from the mediation component of the theory as they applied to students' enduring mood responses. (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)     

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)     

Correspondences among parent, teacher, and student perceptions of adolescents' learning disabilities

A group of 26 adolescents with learning disabilities (Grades 9 through 12), their parents, and their special education teachers were asked to rate the students' skills in each of 21 specific areas covering general ability, oral language, reading, written language, math, study skills, motivation, social skills, attention, and nonverbal skills. Correspondences in the absolute and relative ratings of parents, teachers, and students across the 21 skill areas were examined. The parents' ratings were consistent with those of the teachers in 16 areas and significantly lower than the teachers in 5 areas. The students' ratings were generally higher than those of their parents and teachers. The student-teacher differences were significant in 6 areas, whereas the student-parent differences were significant in 11 areas. Although generally lower in absolute terms than the ratings of their children, the parents' relative ratings were strikingly parallel to their children's ratings across skill areas (r = 80). Differences in the reference groups used for the ratings did not seem to account for the discrepant ratings. Possible implications of the differing perceptions of students' learning disabilities for students' self-esteem and academic progress are discussed.     

Causal attribution for success and failure: A multivariate investigation of dimensionality, formation, and consequences.

The dimensions underlying causal attributions for success and failure, the influence of various informational cues on attributions along the dimensions, and the consequences of such attributions were investigated using a 3-mode factor analytic technique (PARAFAC; parallel factors) developed by R. Harshman (1976). Hypothetical cases describing high school students' performance on a university entrance exam and in high school, the performance of others on the exam, and the importance of the exam were presented to 193 male undergraduates in a within-Ss design. The students were described as male to half of the Ss and as female to the other half. Ss judged how strongly each of 9 possible causes (e.g., ability, preparation) may have influenced performance on the exam. Ratings of perceived satisfaction and expectancy of future success were also obtained. Results reveal 3 factors corresponding to and supporting the stability, locus, and control dimensions proposed by B. Weiner (1974; also, see record 1984-08688-001). Attributions along these dimensions were influenced primarily by consistency, consensus, and incentive information, respectively. Ratings of expectancy and satisfaction were in turn related to the stability and controllability of the perceived causes. (49 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)     

Teachers' attributions of responsibility: Some unexpected nondefensive effects.

Studied attributional responses of 80 female undergraduates who taught a confederate (4th-grade boy) in a 3-way factorial design with 2 levels, respectively, of outcome (success or failure), importance of success (high or low), and feasibility of success (high or ambiguous). A postteaching questionnaire asking teachers to attribute responsibility and causality for the outcome and to evaluate and grade the student was analyzed using multivariate analysis of variance. Unexpectedly, it was found that Ss attributed significantly more responsibility to themselves for student failure. Student ability was the attributed cause of success. In contrast, Ss evaluated the student and situation more negatively for failure. Results suggest a theoretical distinction between attributions of responsibility and causality and also that the defensive attribution construct may need revision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maladaptive achievement patterns: a test of a diathesis-stress analysis of helplessness

The present study tested the assumptions, derived from a diathesis-stress model, that students' perceptions of autonomy-support in their classroom produce a relatively intrinsic as opposed to extrinsic motivational approach to academic tasks and that this approach, in turn, predicts qualitatively different responses to uncontrollable events. It was further assumed that students' motivational orientation would be more reliable than attributional style or perceptions of competence in predicting achievement patterns, including performance level after failure, use of adaptive attributions, and overall achievement scores. Results supported these predictions and further demonstrated, in longitudinal analyses, that motivational orientation may contribute to the formation of perceptions of competence and attributional style in students.     

Motivational and performance deficits in interpersonal settings: The effect of attributional style.

Tested an attributional model of motivation and performance following failure. 63 college students were preselected on the basis of their attributional styles for interpersonal failures, as measured by the Attributional Style Assessment Test. Ss in the 2 preselected groups (character-style vs behavioral-style attributors) were randomly assigned to 1 of 3 experimental manipulations of attributions for failure at an interpersonal persuasion task: (a) no manipulation, (b) ability/trait manipulation (which parallels the character-style), or (c) strategy/effort manipulation (which parallels the behavior style). Subsequently, Ss engaged in a blood drive task over the telephone, trying to persuade other students to donate blood. Success expectancies, motivation, and actual performance were assessed. As predicted, Ss who made strategy-/effort-type attributions, whether by experimental manipulation or by preselection, expected more success, expected more improvement with practice, displayed higher levels of motivation, and performed better at the task than did Ss who made ability-/trait-type attributions. Implications for the treatment of such clinical symptoms as loneliness and depression are discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casual attributions for success and failure for psychiatric rehabilitees and college students

College students and psychiatric rehabilitees performed a manual dexterity task in which consistent success or failure was maipulated over four consecutive task trials. Contrasting predictions for the use of casual attributions (luck, task difficulty, effort, and ability) following Trial 1 and Trial 4 for the two populations were derived from Heider's balance theory and "naive theory of action". Consistent with native theory, students who succeeded and rehabilitees who succeeded used unstable attributions only college students who failed used stable attributions to account for these trial outcomes, whereas students who failed and rehabilitees who failed made significant changes in their attributional patterns from Trial 1 to Trial 4. Results are discussed regarding intervention with psychiatric rehabilitees and other groups with severe achievement difficulties.     

Importance of attributions as a predictor of how people cope with failure.

This study examined the extent to which causal attributions were predictive of depressed mood in college students who experienced a negative event. In a replication and extension of a study by Metalsky, Abramson, Seligman, Semmel, and Peterson (1982), we evaluated students' attributional style and their attributions for an examination performance in the college classroom. Additionally, an indirect probe was used to assess unsolicited attributions. Subjects were asked about their plans to prepare for the next examination in order to test for the motivational deficits predicted by the reformulated learned helplessness (RLH) model. Unlike Metalsky et al., attributional style did not predict depressed mood following a disappointing examination performance. Attributions for the particular examination performance were predictive of depressed mood for students who were disappointed in their examination performance. Few subjects, 31%, gave attributions in response to the indirect probe, and there was no support for the prediction that unexpected negative events would lead to subjects' making more attributions. Internal, stable, and global attributions for poor examination performance resulted in students making more plans to study for the next examination, a finding contrary to what is predicted by the RLH model. (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)     

Maladaptive achievement patterns: A test of a diathesis–stress analysis of helplessness.

The present study tested the assumptions, derived from a diathesis–stress model, that students' perceptions of autonomy–support in their classroom produce a relatively intrinsic as opposed to extrinsic motivational approach to academic tasks and that this approach, in turn, predicts qualitatively different responses to uncontrollable events. It was further assumed that students' motivational orientation would be more reliable than attributional style or perceptions of competence in predicting achievement patterns, including performance level after failure, use of adaptive attributions, and overall achievement scores. Results supported these predictions and further demonstrated, in longitudinal analyses, that motivational orientation may contribute to the formation of perceptions of competence and attributional style in students. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Self-confidence and motivation in mathematics.

The purposes of this study were to determine the extent to which self-confidence in mathematics could be explained from motivation/attribution variables and to investigate whether students make attributions for their successes and failures in mathematics. Variables measured by means of existing self-report scales were self-confidence in learning mathematics and attributional style. Four self-report scales were developed for this study to measure other motivational variables within the content domain of mathematics. All measures were completed by 489 seventh-grade students. Results indicated that significant portions of the variance in self-confidence scores could be explained from the other variables. Significant, positive intercorrelations among all variables showed that relations among the variables were in the direction expected. Students did, on the average, report thinking about the reasons for their successes and failures in mathematics, and they reported making attributions for failure more often than attributions for success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' and deaf students' perceptions of communication ease and engagement.

Collected ratings of communication ease and of engagement for 95 deaf junior and senior high school students (aged 12–21 yrs) in a large, urban, multiethnic school for the deaf. Ratings were made by the students' English teachers and by the students themselves. High teacher ratings for communication ease and engagement were associated with high academic achievement as measured by the Stanford Achievement Test. High student ratings for communication ease were also associated with academic achievement. The 2 best predictors of academic achievement were student-rated communication ease and teacher-rated engagement. Findings suggest that it is important for teachers to be sensitive to the level of communication comfort of their students because students who enjoy easier communication may be more likely to be engaged, or more actively involved, in classroom learning and to demonstrate higher academic achievement. (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)