Locus Of Causality Research Articles

Influence of Teaching Style on Physical Education Adolescents' Motivation and Health-Related Lifestyle.

According to various WHO reports in 2018, a large number of adolescents worldwide are either overweight or obese. This situation is the result of not following a healthy and balanced diet, combined with a lack of practice of physical activity. In this sense, Physical Education classes could help to solve the problem. The present study seeks to analyze the relationship between the role of the teacher in relation to the structural dimensions of the PE teaching environment and the basic psychological needs and self-motivation of adolescents as determinants of their behaviors related to eating habits and the practice of physical activity. A total of 1127 secondary school adolescents between the ages of 13 and 18 participated in this study. Questionnaires were used: Perceived Autonomy Support Scale, Psychologically Controlling Teaching Scale, Basic Psychological Needs in Physical Education, Frustration of Psychological Needs in PE context, Physical Activity Class Satisfaction Questionnaire, Perceived Locus of Causality Revised, and WHO’s Global school-based student health survey. A structural equations model was elaborated to explain the causal relationships between the variables. The results showed that autonomy support positively predicted the three structural dimensions of PE classes, while, in contrast, they were negatively predicted by psychological control. The three structural dimensions positively predicted the satisfaction of psychological needs and negatively predicted the thwarting of psychological needs. Self-determined motivation was positively predicted by the satisfaction of psychological needs and negatively predicted by the thwarting of psychological needs. Finally, self-determined motivation positively predicted healthy eating habits and the practice of physical activity and negatively predicted unhealthy eating habits. Certainly, the results obtained in this study support the postulates of the self-determination theory, demonstrating the predictability of PE class context towards the adoption of healthy lifestyle habits, such as a proper diet and the regular practice of physical activity.

How Nonprofits Can Recover from Crisis Events? The Trust Recovery from the Perspective of Causal Attributions

While trust is a valuable relational asset for nonprofits, it is fragile and once broken can cause a great deal of damage to the organization. Therefore, once it is lost after a crisis event, valid strategies are needed to rapidly repair the trust. Although trust repair mechanisms have been widely studied, little is known about the way trust changes over time and the methods needed to repair trust and even less is known about trust in nonprofit organizations. Therefore, two studies were conducted in this paper using the three causal attribution dimensions from attribution theory to reveal how trust in a nonprofit can be damaged and repaired. It was found that the attribution cause significantly influenced the trust repair process; that is, when the cause had a higher locus of causality, stability, and controllability attribution degrees, it was more difficult for donors to forgive the organization. While reducing the controllable attribution of individuals was not found to effectively repair trust, reducing the locus causality or stability had a more significant effect. It was also found that the three specific strategies of denial, diminishing crisis, and rebuilding played a critical role in trust repair for nonprofits influenced by the locus of causality. This study provides a useful framework for nonprofit practitioners seeking to effectively respond to crises and win back the trust of their current and potential donors.

Who Cares? Supplier Reactions to Buyer Claims after Psychological Contract Over‐Fulfillments

Buyer–supplier engagement leads to numerous opportunities for unexpected positive benefits to occur. How these events come about and are managed (i.e., what entities are responsible for the outcomes and how the benefits are shared) remains an under‐investigated phenomenon in the supply chain literature. This research uses attribution theory and a systems thinking perspective to investigate a supplier's experience of psychological contract over‐fulfillment followed by a buyer claim. We hypothesize that a supplier's reaction to a buyer's claim depends on whether the type of claim (economic versus social) fits with the locus of causality the over‐fulfillment is attributed to: (1) the buying organization (buyer‐only attributions), (2) the buyer and the supplier jointly (dyad attributions), or (3) a third party in the buyer's innovation network (buyer‐network attributions). Results from a multi‐stage scenario‐based experiment suggest that following the supplier's experience of psychological contract over‐fulfillment, the supplier's trust toward the buyer is highest for dyad attributions, while the supplier's appreciation for the buyer's network is highest with dyad and buyer‐network attributions. Once the buyer claims value, however, the influence of attributions diminishes. While social reward claims had almost no impact on relational outcomes, economic reward claims significantly harm the supplier's perceptions of the buyer. Regardless of the type of claim, the locus of causality was largely irrelevant for the supplier's reaction to the buyer's reward claim. Our study contributes to the supply chain psychological contract literature by investigating positive over‐fulfillments of the psychological contract, as opposed to previous literature that has focused on negative breaches. We also extend attribution theory by introducing a novel supply chain‐specific attribution for the locus of causality, and we establish boundary conditions of attribution theory in the face of supply chain‐typical claiming mechanisms. For managers, locus of causality for a positive event seems to be irrelevant once claiming sets in.

A qualitative investigation of beliefs about work-related crises in the United States.

Globalization, technological advancements, and macroeconomic forces have created significant challenges for working in the United States and other countries. Recent crises about working include long-term unemployment/underemployment and the rise of precarious work, which negatively impact individuals' mental health and well-being. To fully understand the nature and impact of these problems, it is essential to give voice to the people whose lives are affected by the work-related crises. In the present study, we used social constructionism and the Psychology of Working Framework/Theory to understand how 42 American adults from diverse backgrounds make meaning of the crises about work. We used modified consensual qualitative research to analyze the participants' responses to a question on their potential solutions to the crises about work in the United States. The data analysis revealed 3 domains: government and corporate policies, social justice, and values. These domains were interwoven with each other through the threads of emotional reactions, locus of causality, and political ideology. Implications for vocational psychology theory, research, policy, and practice are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

A Comparison of Locus of Causality and Internal Characteristics between Mothers of Children Who Do and Do Not Stutter

ë°°ê²½ 및 ëª©ì  í•™ë ¹ì „ê¸° 말더듬아동의 평가와 치료는 ë‹¤ë©´ì ìœ¼ë¡œ ì´ë£¨ì–´ì ¸ì•¼ 한다. 이때 아동의 ì •í™•í•œ ì •ë³´ì œê³µê³¼ 이들의 환경 등을 변화시키는 데 부모의 ì—­í• ì´ 크므로 부모의 평가와 치료 참여는 í•„ìˆ˜ì ì¸ 것으로 ì—¬ê²¨ì§€ê³ ìžˆë‹¤. 하지만 치료 ì§„ì „ì˜ 지표가 ë ìˆ˜ 있는 인과소와 ê´€ë ¨ëœ 국내 말더듬아동 어머니에 대한 ì‹¤ì¦ì  연구는 매우 부족한 편이다. 이에 본 연구는 말더듬아동 어머니와 일반아동 어머니 사이에 인과소와 여러 ë‚´ì  특성이 어떻게 나타나는지 ì‚´íŽ´ë³´ê³ ì´ë¥¼ 통하여 íš¨ìœ¨ì ì¸ 중재 프로그램을 계획하는 데 필요한 ê¸°ì´ˆì •ë³´ë¥¼ ì œê³µí•˜ê³ ìž 하였다. 방법 í•™ë ¹ì „ê¸° 말더듬아동 어머니 15ëª , í•™ë ¹ì „ê¸° 일반아동 어머니 15ëª ì´ 본 연구에 참여하였다. 참여자를 대상으로 인과소, 의사소통태도 평가, í–‰ë™í†µì œì†Œê²€ì‚¬, 상태-특성불안 ì¸¡ì •ì„ 실시하였다. ê²°ê³¼ 폰 ì ìˆ˜ì™€ 특성불안의 경우 집단에 따른 차이는 í†µê³„ì ìœ¼ë¡œ ìœ ì˜í•˜ì˜€ë‹¤. 또한 말더듬아동 부모의 불안 ì ìˆ˜ëŠ” í–‰ë™í†µì œì†Œ ì ìˆ˜ì™€ ìœ ì˜í•œ 상관관계를 보였다. ë ¼ì˜ 및 ê²°ë¡ ë³¸ 연구는 높은 폰 성향이 말더듬는 사람과 ê·¸ 가족의 주요 특징일 수 있다는 ì ì„ 시사한다. 이에 말더듬 치료에서 말더듬아동 어머니를 대상으로 상담 등의 다양한 ê³¼ì •ì„ 통하여 보다 ì£¼ì²´ì ìœ¼ë¡œ ë³€í™”í• ìˆ˜ 있게 도움을 주어야 í• ê²ƒì´ë‹¤. Keywords: 말더듬, 어머니, 인과소, ë‚´ì  특성

Is Ultimate Attribution Error Universal? Inter-group Attribution for Success and Failure among University Students in Delhi

Research on inter-group attribution and ultimate attribution error has mostly focused on religious and ethnic groups. However, in view of the distinct nature of Indian social structure, this study examined inter-group attributions in caste context. The study was conducted with university students belonging to two caste groups. A total of 95 students participated in the study: 51 from General Caste category and 44 from Scheduled Caste category. Hypothetical situations were used to record attributions made for the success and failure of both in-group and out-group along the dimensions of locus of causality, stability, and controllability. Results indicated that General Caste category participants showed no inter-group attribution bias. Moreover, Scheduled Caste category participants showed a pattern of in-group derogation. These results are explained in terms of role of education and ideology in influencing the inter-group attribution process, suggesting that ultimate attribution error is not universal.

ROLE OF PARENT’S ATTRIBUTIONAL STYLE AND PARENT-CHILD RELATIONSHIP IN INCREASING SELF-ESTEEM OF CHILDREN WITH DYSLEXIA

Dyslexia is a specific learning disorder due to difficulties in phonological processing that impacts on the fluency and reading comprehension ability. The aim of this research is to identify the role of parents’ attributional style and parent-child relationship in determining the level of self-esteem in children with dyslexia. There are 24 respondents who consist of the parent or the caregiver of children with dyslexia along with the child were invited to participate in this research. The method used in this research is a cross-sectional study design using a quantitative approach. The researcher used three different tests to measure the variables involved. Tests used in this research consist of Causal Dimensional Scale II, Parent-Child Relationship Inventory and Rosenberg’s Self Esteem Scale. Results showed there is a significant relationship between parents’ attributional style and level of self-esteem in children with dyslexia. Attributional style measured in this research consists of four dimensions namely, locus of causality, external control, stability, and personal control. However, only two of the dimensions mentioned above are significantly related to the level of self-esteem in children with dyslexia. The two dimensions are external control (r = 0.408, p > 0.05) and personal control (r = 0.557, p > 0.05). Whereas, results showed there is no significant relationship between the parent-child relationship and the level of self-esteem of children with dyslexia. In a nutshell, the role of parents’ attributional style in determining the level of self-esteem in children with dyslexia is notably significant while the relationship of parent-child does not influence the level of self-esteem in children with dyslexia.

Are defaults supportive of autonomy? An examination of nudges under the lens of Self-Determination Theory

Nudges, one of the rapidly growing law-making and public policy tools, are considered by their proponents to have a generally neutral effect on autonomy. Our study is the first to test nudges under the prism of Self-Determination Theory, a motivational theory which posits that autonomy is a basic psychological need. We focus on a specific type of nudge, defaults, and test it within the context of making a choice among a hypothetical set of insurance programs for post-graduate students. Results show that the experience of an Internal Perceived Locus of Causality (I-PLOC) is negatively affected by defaults when the number of options is low but there is no effect when it is high. In other words, people are less likely to view themselves as the origin of their choices when defaults are in place and when options are manageable. The experience of an I-PLOC has a positive effect on self-regulation and vitality, partially mediated by perceived competence. We suggest that since even mild manipulations show an undermining effect on autonomy, the so-called ‘libertarian paternalistic’ interventions should be evaluated on the basis of their effect on basic need satisfaction, self-regulation and vitality, all of which are associated with autonomy according to Self-Determination Theory.

A cognitive perspective on counterproductive work behavior. Evidence from a two-wave longitudinal study

Counterproductive work behavior (CWB) is costly for organizations and their members. In this study, we adopted the theory of planned behavior and the effort-reward imbalance model to understand how behavioral intention relates to actual CWB, how such a relationship arises from personal beliefs and social norms, and whether perceptions of imbalance between efforts and rewards contribute to explain CWB. Two-wave data with a time lag of 12 weeks were collected among 80 Italian employees working in a large production plant of a private company operating in the manufacturing sector in Italy. Self-reported measures of attitudes, social norms, perceived behavioral control, intentions and CWB, perceived efforts and rewards, as well as control variables were collected. Attitudes and perceived behavioral control were indirectly related to CWB via behavioral intention. Effort-reward imbalance was not related to CWB. Our findings suggest that attitudinally controlled intentions, which have an internal locus of causality, are associated with greater likelihood of CWB performance, and that individual perceptions of control over CWB are key predictors of such a negative, volitional organizational behavior.

Motivational determinants of physical education grades and the intention to practice sport in the future.

Self-Determination Theory (SDT) is amongst motivational frameworks the most popular and contemporary approach to human motivation, being applied in the last decades in several domains, including sport, exercise and physical education (PE). Additionally, Achievement Goal Theory (AGT) has presented evidence of how contextual factors may influence student’s behavior in this particular context. The main purpose of this study was to analyze the motivational climate created by the teacher in the classroom, students’ satisfaction of Basic Psychological Needs (BPN), and how their behavioral regulation could explain PE grades and intention to practice sports in the future. Method: A total of 618 students (290 female; 328 male) from the 6th to the 9th school level, aged between 10 and 18 years (M = 13.3; SD = 1.7) participated in this study. The following surveys were used for the proposed variables: Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ); the Basic Psychological Needs in Exercise Scale (BPNESp); and the Perceived Locus of Causality (PLOCp). Intentions to practice sport/physical activity in the future were assessed through a single item. Students’ PE grade was obtained through his/her teacher final assessment. Structural Equation Analysis was performed via AMOS 23.0. Results: After analyzing modification indices and model adjustment, the final model emerged: learning climate > BPN > autonomous motivation > intentions/PE grade. Results interpretation seems to indicate that i) the satisfaction of BPN are influenced by motivational climate (i.e., learning climate), ii) the individuals’ motivation is influenced by the satisfaction of three basic psychological needs (i.e., particularly competence), and iii) the motivational regulations have direct and significant effects with intention to practice sports outside school in the future and PE grades. Discussion & Conclusion: The main results showed that a climate oriented for learning has a positive impact on basic psychological needs satisfaction of students. However, only competence satisfaction had a significant positive relationship with students’ autonomous motivation, which in turn had a significant positive relation with PE grade, as well as for intentions for leisure-time sport/physical activity practice.

Relationship between Iranian Intermediate EFL Learners' Foreign Language Causal Attributions, Meta-Cognitive Self-Regulation and Their L2 Speaking Performance

This study aimed to investigate the relationship between foreign language causal attributions, metacognitive self-regulation and speaking performance of Iranian EFL learners. To this end, 202 intermediate EFL students, studying English at private language teaching institutes in three provinces of Hamedan, Golestan, and Khuzestan were selected based on the convenience sampling procedure. To collect data, Causal Dimension Scale II (CDS II) (McAuley, Duncan, & Russell, 1992) and Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1991) were employed. Moreover, the interview section of IELTS Exam was also used to measure speaking ability of the learners. The results of the study showed that there was a significant positive correlation between the participants’ L2 speaking ability and the locus of causality and the internal control dimensions of attribution theory. But, there was significant negative correlation between L2 speaking ability and the external control and the stability dimensions. There was also positive significant correlation between L2 speaking ability and metacognitive self-regulation. Moreover, it was found out that successful and unsuccessful EFL learners attributed their success and failure in L2 speaking performance mainly to internal factors. It was also found that among the independent variables of the study, meta-cognitive self-regulation was the stronger predictor of the participants' L2 speaking performance. The findings of this study are hoped to suggest a number of implications for EFL teachers, learners, syllabus designers, and parents.

Is there positive in the negative? Understanding the role of guilt and shame in physical activity self-regulation

The high rate of global physical inactivity has led researchers to explore the psychological variables that impact physical activity (PA) behaviours. Drawing from tenets of control theory and literature on self-conscious emotions, the current study investigated the experience of guilt and shame in response to engaged in and missed PA. One hundred and fifty-four adults (Mage = 34.02, SD = 12.27) completed online questionnaires over a three-week period. Paired sample t-tests showed participants experience more guilt and shame after a missed intended PA session than an engaged-in session and, of the two, guilt is felt more strongly (t (150) = 8.31, p < .001). Following a missed PA session, attribution dimensions were explored; locus of causality was associated with guilt (p = .02) and stability with shame (p =. 01). Logistic regressions showed guilt had a negative relationship with PA intentions, and guilt and shame did not predict future PA. This finding is at odds with control theory and past empirical evidence. This disparity suggests the need for future research to explore these emotions within the PA domain to further inform the nature of their relationship. This research was the first to measure and explore the acute, real-life experience and motivational qualities of guilt and shame relative to PA engagement. Research implications and future directions are discussed.

Customer attributions of service failure and its impact on commitment in the airline industry: an emerging market perspective

ABSTRACTThe purpose of this study was to establish the impact of customer service failure attributions on customer commitment and the influence of service failure severity on recovery satisfaction. Data were collected through structured questionnaires and the hypotheses were tested using Structural Equation Modelling (SEM). The study revealed that service failure severity and attribution dimensions of stability and controllability influence recovery satisfaction. No relationship was established between locus of causality and recovery satisfaction. It was revealed that recovery satisfaction influences customer commitment and knowledge of alternatives moderates the relationship between the two. Service providers are recommedend to avoid preventable service failures.

Consequential cognition: Exploring how attribution theory sheds new light on the firm‐level consequences of product recalls

SummaryIt is unclear why some firms suffer greater negative consequences than others following a product recall. To shed light on this question, we extend attribution theory to the firm level to explore how consumers engage in an attributional process following product recalls that shapes their responses to firms. Integrating attribution theory and the demand side theoretical perspective, we assert that consumer judgments of responsibility toward manufacturers are shaped by causal data regarding the locus of causality (i.e., manufacturer or supplier) and controllability (i.e., prior knowledge or awareness) of a recalled product's potential for harm. We then examine the impact of product recall characteristics on judgments of responsibility and firm‐level outcomes using an experimental test involving responses from 320 subjects. Our findings suggest that judgments of responsibility are attributed to the manufacturing firm more when consumers are given causal information indicating that the firm is the source of, or is aware of, a product's defects. The results also indicate that judgments of responsibility can have costly firm‐level consequences in the form of reputational damage, diminished consumer purchase intentions, and increased legal damage recommendations. We discuss theoretical contributions, practical implications, and opportunities for further research.

Antecedents of locus of causality attributions for destructive acts in distribution channels

Destructive acts in distribution channels are actions by firms that have a significant adverse impact on the viability or functioning of channel members. Understanding an affected channel member's locus of causality attributions for a destructive act can help the initiating firm determine when, where and how to proactively mitigate the adverse consequences of the act. We incorporate insights from interdependence and attribution theories to develop a theoretical framework of antecedents of locus of causality for such acts. We empirically evaluate our hypotheses using survey data from key informants on both sides of supplier-retailer dyads for a Fortune 500 company. We find that interdependence structure, perceived intensity and perceived frequency of destructive acts have implications for causal attributions made by the affected firm (retailer). Further, we find evidence for the impact of relationship quality on causal attributions (including the role it plays in amplifying the effects of other antecedents).

Функции жалоб на нарушения сна и сонливость в межличностном общении: культурно-исторический подход в психосоматике

From the perspective of cultural-historical approach to psychosomatics, psychogenic symptoms may increase or become chronic by acquiring meaning and functions in interpersonal communication (for example, receiving support, justification, etc.). The paper explores the functions of two common complaints — of sleep disturbances and sleepiness — and their correlation with the expressiveness of these complaints in typically developing individuals. It was assumed that both the complaints and their expression would be related to personal beliefs about the functions of these symptoms in communication. 113 adults without sleeping disorders evaluated their somatic complaints (including complaints of sleep disturbances and sleepiness) as well as the functions with which people can use these complaints in communication; described their beliefs about these symptoms and their causes; filled in the screening for somatoform symptoms, the questionnaire for cognitive representations of body and health, the scales of the locus of control, causality and self-efficacy related to illness and treatment. Following the statistical control of common factors of hypochondrization, sleep disturbances were predicted by the possibility of using them to obtain instrumental support, while expressing these complaints was predicted by the possibility of using them to obtain emotional support.

Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.

Student motivation, school policy choices and modern language study in England

ABSTRACTThis paper investigates the relationship between the decisions made by school leaders in England concerning their school policy for teaching modern foreign languages (MFL) post-14, and student motivation for MFL. Seventy head teachers, 119 heads of modern languages and 666 students aged 14–15 from schools in England took part in the questionnaire-based study. Student motivation was measured using the Self-Regulation Questionnaire (Academic) [Ryan, R.M. and J.P. Connell. 1989. Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology 57, no. 5: 749–61], based on Self-Determination Theory. The relationship between student perceptions of the usefulness of specific languages and the decision to study these was considered. Results show that the way choice is presented is a key part of student motivation for MFL, and that students see different languages as useful for different reasons. Furthermore, the data suggest that the ways school leaders make decisions concerning language policy do not align with language provision that optimises student motivation. The study concludes by suggesting new pathways for rejuvenating language learner motivation in anglophone contexts.

Preliminary Empirical Validation of the "Basic Needs Satisfaction in Sport Scale" With a Sample of Spanish Athletes.

The theory of self-determination establishes the existence of three basic psychological needs (autonomy, competence, and relationship). If these needs are satisfied, optimal personal well-being will be achieved. The Basic Needs Satisfactions in Sport Scale (BNSSS) is a measurement developed to evaluate these needs within the sporting context. The BNSSS measures the satisfaction of the three basic psychological needs through 20 items distributed in five dimensions: autonomy-choice, autonomy-volition, autonomy-perceived locus of internal causality, competence, and relatedness. The purpose of this study is to validate a Spanish version of the BNSSS. The sample were 441 team athletes with a mean age of 17.46 (SD = 3.59), which 46.5% were men and the remaining percentage (53.5%) were women. After a standardised data collection, confirmatory factor analysis and invariance analyses were performed, as well as composite reliability. The obtained version showed a good overall fit of the model and values of composite reliability higher to 0.70. Therefore, a useful tool for assessing basic psychological needs in team sports was obtained.

DO ADULT ENGLISH LANGUAGE LEARNERS AND THEIR TEACHERS HAVE SIMILAR APPROACHES TO SUCCESS?

This study explores the similarities and differences between adult language learners' and their teachers’ attributions of perceived success and failure in learning English as a foreign language in an intensive program. It examines attributions along with three dimensions: locus of causality, stability and controllability. 319 students and 81 teachers responded to a self-administered questionnaire and reported more attributions for failure than for success. The most frequent attributions both groups stated were effort, teacher, motivation, and participation. Causal dimensionality patterns of success and failure-oriented students did not show much differences. They both had significantly more controllable and unstable attributions. Teachers' dimensionality patterns did not differ from that of the students except for locus of control dimension. Causal dimensionality of both teachers and students seemed to be healthy attributional styles according to Weiner’s attributional model of achievement motivation.