Abstract
Italian schoolboys between the ages of 9 and 10 participated in three experiments guided by attribution theory as conceptualised by Weiner (1985, 1986). In Experiment 1, following teacher-emotional feedback of anger or sympathy for failure, attributional inferences regarding low ability or lack of effort as the cause of that failure were rated. In Experiment 2, controllable and uncontrollable causes of a social transgression were given, and children rated the anticipated anger of the “victim” and their intention to withhold or reveal the cause. In Experiment 3, effects of perceived causality and related emotions of anger and sympathy (pity) with regard to helping behaviour were investigated. Results replicate previous US findings and largely support the established linkages between attribution-emotion-action as proposed by Weiner (1986).
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