Uncontrollable Attributions Research Articles

Sharing information about medical crowdfunding projects on social networking sites: the integration of attribution-affect model of helping and social capital theory

PurposeSharing project information is critical for the success of medical crowdfunding campaigns. However, few users share medical crowdfunding projects on their social networks, and the sharing behavior of medical crowdfunding projects on social networking sites has not been well studied. Therefore, this study explored the factors and potential mechanisms influencing users’ sharing behaviors on networking sites.Design/methodology/approachA research model was developed based on the attribution-affect model of helping and social capital theory. Data were collected using a longitudinal survey. Partial least squares structural equation modeling was used to analyze the collected data. We conducted post hoc analyses to validate the results of the quantitative analysis.FindingsThe analysis results verified the effects of perceived external attribution, perceived uncontrollable attributions, and perceived unstable attributions on sympathy and identified the effect of sympathy and social characteristics of medical crowdfunding users on sharing behavior.Originality/valueThis research provides a comprehensive theoretical understanding of users’ sharing behavior characteristics and provides implications for enhancing the efficiency of medical crowdfunding activities.

‘The system is unfair’: Uncontrollable attributions for inequality predict more equitable giving in adolescents

AbstractSocioeconomic position is often determined by uncontrollable, structural factors, yet people from the United States tend to attribute wealth and poverty to individual control. However, information about behavioural correlates of such beliefs across development is relatively lacking. Thus, we examined adolescents' reasoning about the causes of inequality in a sample of 599 adolescents from a socioeconomically, ethnically, and racially diverse middle school (grades 6–8). Additionally, early adolescents were presented with two novel groups with an unexplained wealth disparity and given a task in which they could perpetuate or rectify inequality. We found that while adolescents tended to give equitably and rectify the inequality, this outcome was predicted by the type of explanation they gave for societal inequality. Furthermore, participants' socioeconomic status and sexual identity predicted their inequality explanations. These results add to our knowledge of adolescent reasoning about inequality by demonstrating a potential link between attributions for inequality and giving behaviour.

An attribution theory-based content analysis of mock jurors' deliberations regarding coerced confessions.

Because confessions are sometimes unreliable, it is important to understand how jurors evaluate confession evidence. We conducted a content analysis testing an attribution theory model for mock jurors' discussion of coerced confession evidence in determining verdicts. We tested exploratory hypotheses regarding mock jurors' discussion of attributions and elements of the confession. We expected that jurors' prodefense statements, external attributions (attributing the confession to coercion), and uncontrollable attributions (attributing the confession to defendant naivety) would predict more prodefense than proprosecution case judgments. We also expected that being male, politically conservative, and in support of the death penalty would predict proprosecution statements and internal attributions, which in turn would predict guilty verdicts. Mock jurors (N = 253, Mage = 47 years; 65% women; 88% White, 10% Black, 1% Hispanic, 1% listed "other") read a murder trial synopsis, watched an actual coerced false confession, completed case judgments, and deliberated in juries of up to 12 members. We videotaped, transcribed, and reliably coded deliberations. Most mock jurors (53%) rendered a guilty verdict. Participants made more prodefense than proprosecution statements, more external than internal attributions, and more internal than uncontrollable attributions. Participants infrequently mentioned various elements of the interrogation (police coercion, contamination, promises of leniency, interrogation length) and psychological consequences for the defendant. Proprosecution statements and internal attributions predicted proprosecution case judgments. Women made more prodefense and external attribution statements than men, which in turn predicted diminished guilt. Political conservatives and death penalty proponents made more proprosecution statements and internal attributions than their counterparts, respectively, which in turn predicted greater guilt. Some jurors identified coercive elements of a false confession and rendered external attributions for a defendant's false confession (attributing the confession to the coercive interrogation) during deliberation. However, many jurors made internal attributions, attributing a defendant's false confession to his guilt-attributions that predicted juror and jury inclinations to convict an innocent defendant. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school

Students typically perceive their successes and failures to have multiple causes. The present study examined students’ profiles of causal attributions for success and failure during the first year of secondary school. The stability of attributional profile membership was assessed across three timepoints. Furthermore, it was examined whether students characterized by different attribution profiles differed in their levels of school engagement, self-esteem, and school performance. Latent profile analyses and latent transition analyses among 657 first-year Dutch secondary school students (Mage = 12.6, SD = 0.4) identified four attributional profiles, which were similar across the three timepoints. The profiles were labelled uncontrollable failure, controllable failure, uncontrollable success, and undifferentiated. About half of the students (52 %) remained member of the same profile across the three timepoints. Students in the uncontrollable success profile reported significantly lower levels of school engagement and self-esteem, and performed less well in school compared to students in the other profiles. Students in the uncontrollable failure profile and the controllable failure profile did not differ from each other with regard to school engagement, self-esteem, and school performance. The findings suggest that attributional retraining interventions may want to shift their focus from changing uncontrollable failure attributions to changing students’ external, uncontrollable attributions for success.

Attributions and Perception of Success in Online Learning: Causal Dimensionality of Distance Language Learners

Causal attributions are known as important factors that affect learners' persistence, expectation of future success, motivation and consequently success. This study aims to reveal the perceptions of success, attributions and causal dimension styles of adult learners learning English in different distance education programs in an open education faculty. An open-ended questionnaire and the Causal Dimension Scale (CDSII) were used as data collection tools. The perceptions of success, causal attributions and attribution dimensions of English as a foreign language learners were compared according to their dimensionality styles. The study also aimed to examine participants' dimensionality styles in order to draw conclusions about healthy and unhealthy attribution styles. A questionnaire and the Causal Dimension Scale were administered to 88 volunteer participants who were asked to indicate their perceptions of success and at least one reason behind their perceptions. The results revealed that success-oriented learners outnumbered failure-oriented learners. The most common attributions for success were effort, teacher, and interest, while repeated attributions for failure were lack of effort, lack of interest, and time. Learners who perceive themselves as successful exhibited healthier dimension styles with significantly more internal, controllable and stable attributions. Failure-oriented learners, on the other hand, exhibited more unhealthy styles with more external, stable, and uncontrollable attributions. The findings are discussed in terms of online learning and achievement motivation.

Constraints, Competencies, or Choices? Lay Theories of the Gender Gap and Diversity Attitudes

Despite a large literature documenting evidence of gender inequality, lay beliefs about why gender gaps in career attainment persist, and their consequences for diversity support, have not been directly examined. I propose three primary lay theories exist for the gender gap in organizations: organizational barriers, dispositional factors, and personal choices. I hypothesize that each is associated with distinct attributions about the locus and controllability of the gap, which in turn affect women’s perceived responsibility, and ultimately attitudes toward diversity initiatives. I test these ideas in four studies using qualitative and quantitative methodologies. I find that my proposed lay theories are the primary explanations for the gender gap and each is associated with divergent attributions regarding the locus and controllability of the gap: the organizational barriers theory with more external and uncontrollable attributions, the dispositional factors theory with internal and moderately controllable attributions, and the personal choices theory with internal and highly controllable attributions. Attributions predict greater responsibility assigned to women for the gender gap, which, in turn, has a negative effect on the perceived efficacy of diversity initiatives. Thus, this work demonstrates that, above and beyond ideological factors, attitudes toward diversity initiatives are shaped by cognitive beliefs about the primary factors driving inequalities.

Improvements in Middle-Schoolers’ Performance and Motivation to Practice: An Experimental Investigation of Accurate Feedback in a Motor Task

The present field experiment investigated the effects of accurate and non-accurate performance feedback on causal attributions, success expectancy, performance, and persistence on a motor task. Forty-six male middle-schoolers were randomly assigned to a Contingent (accurate) feedback, Non-contingent (non-accurate) feedback, or Control (no feedback) group and completed a challenging motor task. An initial treatment phase provided either accurate contingent feedback or yoked non-contingent feedback during the task, and measured task performance, attributions about performance, and success expectancy about future performance. A subsequent testing phase (same task) used the same measures and added a measure of motivation (persistence). Compared to the Contingent and Control groups, Noncontingent outcome feedback during the initial treatment phase led to more personally uncontrollable attributions, lower success expectancy, poorer performance, and lower persistence in the subsequent test phase. Despite a high rate of failure in the motor task for both feedback groups in the treatment phase, the Contingent group—getting accurate feedback about performance—had a higher sense of personal control and expectancy of success than the Non-contingent feedback group initially, and maintained these perceptions in the subsequent test phase where they also had better performance and higher levels of persistence than the Non-contingent group. Non-contingent feedback in an initial motor task appears to induce helplessness deficits in subsequent task performance and persistence. In contrast, providing accurate (contingent) feedback about achieved performance appears to protect against performance and motivational losses.

A latent profile analysis of teachers’ causal attribution for academic success or failure

In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers’ beliefs about the causes underlying their students’ academic performance vary along the causal dimensions of locus of causality, stability, personal controllability, and others’ controllability. Based on this framework, this study aimed at identifying teachers’ attribution profiles based on their perceptions about the causes of their students’ achievements. Two hundred eighty-nine experienced and novice French primary school teachers reported their causal beliefs about a student’s success or failure at a reading test, as well as their emotional and behavioral reactions to their student’s outcome. The data were analyzed using latent profile analyses, which identified five teachers’ attribution profiles that varied on the four causal dimensions. The results showed that profile memberships were greatly determined by the student’s outcome valence: three teachers’ attribution profiles were especially related to failure and two additional profiles to success. Profile memberships were associated with various cognitive, emotional, and behavioral reactions in line with the interpersonal attributional theory of motivation. The powerless profile — high external and uncontrollable attributions — indicated the lowest level of helping behavior. The conscientious profile — high internal and controllable attributions — indicated the highest levels of pride and student’s responsibility. Overall, these results partially support Weiner’s interpersonal attributional theory of motivation using a person-centered approach.

Helping coworkers only when I have more? Integrating social comparison, attribution and conservation of resources theories

PurposeDrawing upon conservation of resources (COR) and attribution theories, prior research in helping behavior has mainly focused on an independent view of the helper’s personal resources. This perspective, however, falls short of capturing the comparative nature of personal resources and attributions in a helping context. The purpose of this paper is, therefore, to develop a theoretical model that helps predict employees’ decisions to help or not to help.Design/methodology/approachA theoretical model was developed by integrating social comparison, COR and attribution theories.FindingsThe theoretical model proposes the following. First, when employees perceive that they have fewer personal resources than a coworker who needs help, they are less likely to help. Second, when employees perceive that they have more personal resources than a coworker who needs help, they make causal attributions as to why the coworker failed to deploy personal resources. Finally, when employees have more personal resources than a coworker who needs help, they are more likely to help if they make situational, unstable and uncontrollable attributions to the coworker’s failure to deploy personal resources.Originality/valueThis paper extends the literature by offering a theoretical model that emphasizes comparisons and attributions of personal resources in a helping context. Additionally, this paper offers several managerial implications that help managers manage helping behavior effectively.

"I am just shy and timid": Student teachers’ explanations for their performances of their presentations

As part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners’ future actions. Following this path, the present qualitative study investigates the attributions of students in an English Language Teaching (ELT) program for the performances of their presentations as part of an oral communication skills course. Upon the completion of the course, a total of 83 second year ELT students scored their performances out of 10 and provided explanations for their performances. This data set illustrated their attributions and estimated future achievements. Data analysis consisted of two phases: first, the students were divided into two groups based on the perceived successes of their performances, and secondly, their explanations were examined with content analysis. The initial analysis showed that 20 students scored themselves as less successful and 63 students scored themselves as successful. It revealed that the less successful group attributed their performances mostly to their mood and lack of effort, both of which are categorized in the internal attributions. In contrast, the successful students attributed their performances to effort, mood, and strategy use, all of which fell into the internal category as well. From these results, it can be concluded that the learners had a higher locus of control in that they attributed their performances to mostly internal attributions. In addition, providing immediate teacher feedback and creating a classroom environment for vicarious learning were effective for increasing learners’ effort and motivation for their presentations. These findings may imply that teachers focus on providing immediate feedback and create an effective classroom atmosphere that will probably lead to vicarious learning.

Causal Attributions as Correlates of Secondary School Students’ Academic Achievement

The purpose of this study was to establish the relationship between causal attributions and academic achievement. Weiner’s Model of Achievement Attribution guided this research. Five-hundred and eighty-five students (315 males, 270 females) participated in the study. The participants completed the Multidimensional Multiattributional Causality Scale (MMCS) while academic achievement was obtained from the participants’ academic records. Majority of the students attributed both success and failure to internal, uncontrollable, and unstable attributions. The results indicated that causal attributions were significantly correlated to academic achievement. Taking into account that students can form maladaptive causal attributions, the study made recommendations to the stakeholders on intervention measures.

Attributions for physical activity in very old adults: predicting everyday physical activity and mortality risk

Objectives: Although physical activity is recognised as a health-promoting behaviour for older adults, notable barriers exist that may reduce physical activity in this age group. Limited research has explored causal beliefs (attributions) as a barrier to physical activity. Our study assessed associations between older adults’ attributions about physical activity and objective health outcomes. Methods: We examined the role of attributions as a predictor of everyday physical activity (EPA) and subsequent mortality risk over a 10-year period (2006–2016) in a sample of older adults (Mage = 87, N = 261). Results: OLS and Cox proportional hazard regression analyses revealed older adults who endorsed more internal and uncontrollable attributions for limited activity (physical incapacity) when feeling unwell had lower subsequent EPA (β = −0.18), and higher 10-year mortality risk (HR = 1.46). Other attributions with different dimensional properties (e.g. internal and controllable) were not associated with EPA or mortality. Discussion: Findings suggest that causal beliefs older adults have about their physical activity can influence their future behaviour and longevity. Psychological treatments designed to discourage maladaptive attributional thinking for older populations who face barriers to physical activity may be an important avenue for future research.

Attributions and private theories of mental illness among young adults seeking psychiatric treatment in Nairobi: an interpretive phenomenological analysis

BackgroundMental illness affects every segment of population including young adults. The beliefs held by young patients regarding the causes of mental illness impact their treatment-seeking behaviour. It is pertinent to know the commonly held attributions around mental illness so as to effectively provide psychological care, especially in a resource constrained context such as Kenya. This helps in targeting services around issues such as stigma and extending youth-friendly services.MethodsGuided by the private theories interview (PTI-P) and attributional framework, individual semi-structured interviews were carried out with ten young adults of ages 18–25 years about their mental health condition for which they were undergoing treatment. Each interview took 30–45 min. We mapped four attributions (locus of control, stability, controllability and stigma) on PTI-P questions. Data was transcribed verbatim to produce transcripts coded using interpretive phenomenological analysis. These codes were then broken down into categories that could be used to understand various attributions.ResultsWe found PTI-P to be a useful tool and it elicited three key themes: (a) psychosocial triggers of distress (with themes of negative thoughts, emotions around mental health stigma and negative childhood experiences, parents’ separation or divorce, death of a loved one etc.), (b) biological conditions and psychopathologies limiting intervention, and (c) preferences and views on treatment. Mapping these themes on our attributional framework, PTI-P themes presented as causal attributions explaining stigma, locus of control dimensions and stability. External factors were mainly ascribed to be the cause of unstable and uncontrollable attributions including persistent negative emotions and thoughts further exacerbating psychological distress. Nine out of the ten participants expressed the need for more intense and supportive therapy.ConclusionOur study has provided some experiential evidence in understanding how stigma, internal vs external locus of control, stability vs instability attributions play a role in shaping attitudes young people have towards their mental health. Our study points to psychosocial challenges such as stigma, poverty and lack of social support that continue to undermine mental well-being of Kenyan youth. These factors need to be considered when addressing mental health needs of young people in Kenya.

Investor reactions to management earnings guidance attributions: The effects of news valence, attribution locus, and outcome controllability

We conduct two experiments to investigate how investors react to attributions accompanying management guidance. In our first experiment, we find that investors provide lower earnings estimates when management attributes negative guidance news to external factors than internal factors. When the guidance news is positive, the locus (internal versus external) of the attributions has no effect on investors' earnings estimates. In our second experiment, we separate out the effect of the attribution's outcome controllability (controllable versus uncontrollable) from that of attribution locus in a negative guidance news setting. We find that investors provide higher earnings estimates for internal and outcome controllable attributions than for internal and outcome uncontrollable attributions attributions. Outcome controllability does not matter when attributions are external. Our study extends prior research by showing how the valence of management guidance and the characteristics of guidance attributions jointly influence investors' earnings judgments.

Investor Reactions to Management Earnings Guidance Attributions: The Effects of News Valence, Attribution Locus, and Outcome Controllability

We conduct two experiments to investigate how investors react to attributions accompanying management guidance. In our first experiment, we investigate the joint effect of attribution locus (external versus internal attribution) and guidance-news valence (positive versus negative guidance news) on investors’ earnings judgments. We find that investors provide lower earnings estimates when management attributes negative guidance news to external factors than internal factors. When the guidance news is positive, the locus (internal versus external) of the attributions has no effect on investors’ earnings estimates. In our second experiment, we separate out the effect of the attribution’s outcome controllability (controllable versus uncontrollable) from that of attribution locus in a negative guidance news setting. We find that investors provide higher earnings estimates for internal/outcome controllable attributions than for internal/outcome uncontrollable attributions. Outcome controllability does not matter when attributions are external. Our study extends prior research by showing how the valence of management guidance and the characteristics of guidance attributions jointly influence investors’ earnings judgments.

Le dimensioni motivazionali dell’apprendimento scolastico: uno studio correlazionale sul concetto di sé e gli stili di attribuzione

The paper proposes a correlational study on 18436 seventh grade students from lower secondary schools of nine Italian regions, which explores some motivational patterns affecting learning. In detail, it has two research aims: (1) to examine differences by gender and regularity of grade attendance in Math and Reading self-concept and in causal attributions to explain success or failure in learning situations; (2) to test the association between Math/Reading self-concept and causal attributions, not depending on gender and regularity of grade attendance. Data were collected by the «Student Background Questionnaire» implemented by the National Evaluation Service. With regard to the first research aim, results highlight that male students are characterized by higher Math self-concept and external, stable and uncontrollable attributions to explain success or failure; instead, female students show higher Reading self-concept and effort as causal attribution to explain their academic success. In addition, repeaters overall show lower academic self-concept and less functional attributions. With regard to the second research aim, results confirm the strong association between self-concept and attributions even controlling for gender and regularity of grade attendance. The present study contributes to the development of research on motivational patterns of learning and to the detection of potential protective or risk factors affecting school success or failure.

A tripartite model of EFL teacher attributions, burnout, and self-regulation: toward the prospects of effective teaching

The present study aims at delving into English as foreign language teachers’ attributions by investigating the role of teacher attributions in teacher burnout and teacher self-regulation. This is accomplished by building a causal structural model through which the associations among these constructs are estimated. The results demonstrate that the proposed model has a good overall fit with the empirical data. It is also revealed that internal and controllable attributions positively predict teachers’ self-regulatory skills, whereas teacher burnout is associated with external and uncontrollable attributions.

Do learning difficulties differentiate elementary teachers’ attributional patterns for students’ academic failure? A comparison between Greek regular and special education teachers

This study aimed to (a) investigate whether the presence of learning difficulties (LD) in primary school children differentiates Greek teachers’ attributional patterns, emotional responses, expectations and evaluative feedback for the children’s academic failures and (b) to examine possible differences between regular and special education teachers’ ratings. A total of 265 teachers (163 regular & 102 special teachers), were asked to rate eight vignettes about children’s difficulties. The description of each vignette provided three types of information: the presence or absence of LD, a statement of students’ ability (high/low ability) and effort expenditure (high/low effort). For the purposes of this study, the analysis focused only on the existence or absence of Learning Difficulties (LD/NLD). The results of the study indicate that the label of LD differentiates teachers’ attributions, emotions and future expectancies of students’ failure. Both groups of teachers (regular and special education) reported lower stability and controllability attributions for students with LD than for students without LD. At the same time, however, special education teachers view student difficulties as more manageable, and their responses convey less stable and uncontrollable attributions as compared to regular teachers. The effect of teachers’ gender was not found significant in most of the cases. Correlations among teachers’ ratings showed that the two groups of teachers seem to use a different attribution schema towards failure depending on the presence or absence of LD. Implications from the findings and future recommendations are also presented.

The Role of Attributional Explanatory Style in the Perceived Outcomes of Entrepreneurial Venture Failure

The study tests the application of combining attribution theory and the explanatory style models of Abramson, Seligman and Teasdale(1978) and Weiner (1979, 1986) to entrepreneurial situations, specifically venture failure. Data support the conclusion that attributional explanatory style does relate to the perceived outcomes of a failed venture, specifically, the four areas of risk identified by Liles (1974) as being influenced by the entrepreneurial startup—financial well-being, career opportunities, family relations, and self-esteem. Because of the possible difficulty in abstracting singular causal relationship concerning attribution, overall explanatory style may be more influential for how individuals interpret events and behaviors and make causal explanations for answering why things happen. In this study, an overall explanatory style of external, unstable, specific, and uncontrollable attributions was associated with more positive perceived outcomes related to all the four areas of risk in the context of a failed entrepreneurial venture.

Who deserves to be sick? An exploration of the relationships between belief in a just world, illness causal attributions and their fairness judgements

This research explored relationships between beliefs about justice, illness causal attributions and fairness judgements of those causes. Participants (n = 200) completed questionnaires assessing their belief in a just world (BJW) and measuring causal attributions and fairness judgements for 42 illness causes classified into behavioural, environmental and hidden (genetic, mystic, psychosocial) categories. As predicted, BJW was correlated positively with all fairness judgements, but with none of the illness causal attributions. Behavioural causes of illness were judged to be fairer than environmental causes, which were judged fairer than hidden causes. Finally, for environmental and hidden causes (uncontrollable illness attributions), positive correlations between causal attributions and their corresponding fairness judgements were found only among participants with high BJW. Implications of these findings for decision makers and health professionals are discussed, with emphasis on the need to consider the combined effect of causal attributions and BJW on illness fairness judgements.