Weiner's Attribution Theory Research Articles

Individuals' career perceptions in different institutionalized contexts: A comparative study of career actors in liberal, coordinated, hierarchical and mediterranean market economies

AbstractLeveraging Weiner's attribution theory of intrapersonal motivation at the micro level and varieties of capitalism theory at the macro level, we conduct a multi‐country and cross‐level study examining whether individuals' career goals (i.e., perceived importance of learning and development), behaviors (i.e., proactive career behaviors), and outcomes (i.e., perceived employability) as well as the relationships between these variables, differ between different market economies. We challenge extant literature that focuses on the agentic role of individuals and understates the role of context (i.e., market economy influence) in an individual's career development. Using multilevel structural equation modeling, we draw on a survey of 15,201 individuals between 2014 and 2016 from 22 countries representing four different varieties of capitalism. The results showed that workers in hierarchical (HME) and Mediterranean (MME) market economies systematically differed from individuals in coordinated (CME) and liberal (LME) market economies in proactive career behaviors and perceived employability. Moreover, while the positive relationship between perceived importance of learning and development and proactive career behaviors was stronger in CMEs and LMEs compared to HMEs and MMEs, the positive association between proactive career behaviors and perceived employability was weaker. Our study bridges the micro‐macro gap in career studies, adding new insights into the ongoing conversation of contextual influence in individuals' career development.

Роль каузальной атрибуции и ситуационной самооценки в возникновении приверженности бренду

<p>Based on the analysis of Kisler's commitment model and Weiner's attribution theory, a hypothetical chain of events resulting in brand commitment was offered: focus of attention → causal dimension → self-esteem → commitment. Its existence was tested in two studies that manipulated the focus of attention of participants in order to strengthen the weight of one of the two causal dimensions, attribution of choice results to internal/external causes (Experiment 1) and attribution of choice results to stable/unstable causes (Experiment 2). 60 students (29 men) and 72 students (29 men), respectively participated in studies. Results were analyzed using ANOVA and path analysis and supported the existence of the assumed chain of events resulting in commitment in both studies. At the same time, as expected, such a chain of events was more pronounced in the situation of success in Experiment 1 and in the situation of failure in Experiment 2. The advantages of using the attribution theory to explain the commitment and prospects for further research in this area are discussed.</p>

The Application of the Gestalt Theory in Music Psychotherapy for Piano.

This paper presents an in-depth study and analysis of the application of the Gestalt theory to music psychotherapy for piano. The paper focuses on how to apply the “whole and part” and “epiphany” perspectives of the Gestalt learning theory to singing and music appreciation lessons. In addition, the Gestalt school's ideas of developing creative thinking, creating problematic situations, and transferring learning were demonstrated through the implementation of teaching cases. There are differences in the effects of different music on the distribution of body surface temperature; there are differences in the effects of yang music on the Directing Vessel compared to the effects of yin music on the Directing Vessel, and the effects are following the hierarchical model of thinking; there are individual differences in the magnitude of the effects of the same music on the body surface temperature of different people, and the identification of music needs to be combined with the three factors. The wavelet energy entropy (WEE) characteristics of EEG signals were extracted as the input of the designed and optimized deep belief network model, and the average emotional classification accuracy of EEG signals in the left and right brain regions could be obtained as 84.20% and 83.07%, respectively, under the condition of distinguishing brain regions and different music environments. Compared with the classification accuracies of DBN, restricted Boltzmann machine (RBM), and K nearest neighbor (kNN) algorithms in mixed music environments, the classification effects were improved by about 3.49%, 12.89%, and 7.24%. Relying on the ability-poor theory and Weiner attribution theory, different types of secondary school students, their psychological characteristics, and their causes were pointed out. Combined with the psychological characteristics, the case study illustrates the positive effect of music therapy on psychological support.

Reckless spreader or blameless victim? How vaccination status affects responses to COVID-19 patients

BackgroundVaccination against Covid-19 has become an increasingly polarizing issue in western democracies. While much research has focused on social-psychological determinants of vaccine hesitancy, less is known about the attitudes and behaviors of the vaccinated populations towards those who are unvaccinated. Building on Weiner's attribution theory (2005, 1985, 1980), we predict that vaccination status determines the attribution of personal responsibility and blame in Covid-19 social dilemmas. This in turn explains people's affective and behavioral responses towards those who have fallen ill or infected others with COVID-19. ApproachThrough two preregistered experiments (total N = 1200) we show that people attribute greater personal responsibility when unvaccinated (vs. vaccinated) people fall ill from, or infect others with COVID-19. This attribution of responsibility manifested in less sympathy towards unvaccinated COVID-19 patients, which was associated with a lower willingness to help patients and their families (Study 1). Likewise, higher perceived responsibility results in greater anger towards unvaccinated people who had (involuntarily) infected others with the virus, which was associated with a greater desire for punitive actions (Study 2). ConclusionThese findings suggest that unvaccinated people experience blame as well as negative attitudes and behaviors from the vaccinated population. This could in turn strengthen people's refusal to get vaccinated and increase polarization between vaccine supporters and vaccine critics.

DEMOGRAPHIC FACTORS ASSOCIATED WITH NON-COMPLETION AMONG POSTGRADUATE STUDENT IN SELECTED PUBLIC UNIVERSITIES IN KENYA

Non-completion among university students is a common phenomenon in many parts of the world. Many causes of this problem have been advanced and among them are institutional and individual reasons like financial ability, gender and motivation to complete studies. Psychological distress though not investigated thoroughly has been cited as one of the problems leading to non-completion. The purpose of this study was to establish the relationship between psychological distress and non-completion among postgraduate students in selected public universities in Kenya. Weiner Attribution theory (1985) informed the study. The study adopted a correlation research design and it was conducted in two selected public universities in Uasin Gishu and Nairobi counties targeting a population of 945 postgraduate students. A sample of (N=273) was obtained from the two selected public universities through systematic random sampling. The study used questionnaires, focus group discussions and document analysis in collecting data. Reliability of the questionnaire was established using Split half method from a pilot study conducted in Uasin Gishu County. Statistical package for the social sciences SPSS 23 was also used to analyze the data .Descriptive statistics to analyze demographic data while Pearson correlation was employed to test the relationship between psychological distress and non-completion. Regression analysis was used to clarify the nature of relationship with the variable. Findings indicated a weak negative correlation between psychological distress and non-completion, not statistically significant, rs (229) =-.063, p ˃ .05. However, descriptive findings established that a majority of students 34.1% agreed that psychological distress could lead to non-completion. It recommended that students plan for their study schedules and finances to ensure study period is not interrupted by roles that can be put on hold like parenting and inadequate finances. Further the university administration should put in place / reinforce committees that handle non-completion among students. Development and implementation of postgraduate policy that would track postgraduate journey, as well as establishment of course advisory, guidance and counselling for this students.

PREVALENCE OF NON-COMPLETION AMONG POSTGRADUATE STUDENTS IN SELECTED PUBLIC UNIVERSITIES IN KENYA

<p>Non-completion among university students is a common phenomenon in many parts of the world. Many causes of this problem have been advanced and among them are institutional and individual reasons like financial ability, gender and motivation to complete studies. Psychological distress though not investigated thoroughly has been cited as one of the problems leading to non-completion. The study sought to establish the prevalence of non-completion among postgraduate students in selected public universities in Kenya. Weiner Attribution theory (1985) informed the study. The study adopted a correlation research design, and it was conducted in two selected public universities in Uasin Gishu and Nairobi counties targeting a population of 945 postgraduate students. A sample of (N=273) was obtained from the two selected public universities through systematic random sampling. The study used questionnaires, focus group discussions and document analysis in collecting data. Reliability of the questionnaire was established using Split half method from a pilot study conducted in Uasin Gishu County. Statistical package for the social sciences SPSS 23 was also used to analyse the data. Descriptive statistics to analyze demographic data while Pearson correlation was employed to test the relationship between psychological distress and non-completion. Regression analysis was used to clarify the nature of relationship with the variable. Findings indicated an average non-completion rate of 2.5 years with most students citing financial constraints as the primary cause of their non-completion. The study recommended that students who wished to further their studies should first establish a financial channel or safe for the education journey before they registered for their studies. This would ensure that they would avoid dropping out of school due to a lack of school fees. The study further recommended that students should choose a study model that would favour their schedules to ensure that they did not go through a lot of stress trying to accomplish several tasks simultaneously. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0972/a.php" alt="Hit counter" /></p>

Increasing social support for women with postpartum depression through attribution theory guided vignettes and video messages: The understudied role of effort

Guided by Weiner's attribution theory of help-giving, two experimental studies assessed whether emphasizing the temporary nature of postpartum depression (PPD; i.e., stability), the uncontrollable development of the ailment (i.e., onset controllability), and whether it appears someone is making an effort to overcome PPD—a form of offset controllability—would result in changes in anger, sympathy, and social support outcome expectations (SSOEs), and indirectly influence willingness to provide support. Participants were randomly assigned to one of eight conditions focused on the stability and controllability (onset and offset) of PPD, resulting in a 2 × 2 × 2 design. Study 1 used written vignettes and compared each attribution construct to its polar opposite (e.g., temporary vs. permanent). Many of the Study 1 hypotheses were supported, but the interactions offered minimal explanatory value. Study 2 used video messages that either did or did not explicitly mention each attribution construct. Study 2 results indicated that a message focused on the temporary nature of PPD increased SSOEs and was indirectly associated with willingness to provide support. A message focused on effort increased sympathy and by extension willingness to provide support. The onset controllability message had no significant effects in Study 2. The interaction of the different attribution constructs were not significant. Results indicate that offset controllability, operationalized as effort, the extent to which a situation is temporary, and the influence of SSOEs, might be underutilized in both theoretical and applied research.

The role of causal attributions in determining behavioral consequences: A meta-analysis from an intrapersonal attributional perspective in achievement contexts.

A large body of research has documented Weiner's theory as it applies to achievement contexts, highlighting the role of the causal dimensions (locus of causality, stability, and controllability) as antecedents of specific emotional, cognitive, and behavioral reactions. The aim of this article is to address important, and as yet unanswered questions, by focusing on the relationship between these causal dimensions and their cognitive and behavioral consequences, and by meta-analyzing research using the direct-rating method to measure the causal dimensions identified by Weiner (1985, 2005). 43 studies using direct-rating measures of causal dimensions, reporting 57 correlation matrices involving 15,213 participants were included in this meta-analysis. Using meta-analytic structural equation modeling, the fit of the cognition-expectancy-action sequence of Weiner's model, its structural parameters and between-sample variations were examined. Our model fitted the data well, and the structural parameters showed that the causal dimensions influenced behavioral adjustment and performance through psychological consequences. The results also revealed large effect size heterogeneity across studies, explained by several moderators such as event valence. To conclude, the results support the cognition-expectancy- action sequence proposed by Weiner's attributional theory. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Causal attributions in Early Childhood Education: A new categorization system.

From Early Childhood Education onwards, causal attributions influence explanations of school performance. We performed a systematic review of the available knowledge (1970-2019) about Weiner's (1986) Attribution Theory of the Motivation of Achievement in order to examine studies related to the causal attributions of success and failure at school. We found numerous empirical studies related to Bernard Weiner's theory. However, little research exists about students in Early Childhood Education. Therefore, the aim of this study was to identify the causes to which children attribute their successes and failures during this educational period. A sample of 200 students aged between 3 and 6 years old was selected. To collect the data, an individually implemented Piagetian clinical interview was used. A large volume of qualitative information was collected for classification which exceeded Weiner's traditional causal attributions. Creating a category to group all new attributions implied losing too much information under a non-specific label. A new categorization of the causal attributions was designed, made up of 10 categories -adapted to the 3-6 years age range- which revises and expanding on the categorization created by Weiner.

An empirical examination of the biogenetic approach in schizophrenia stigma reduction through an attribution lens.

The biogenetic approach in mental health stigmatization reduction has received increased attention. Taking the perspective of Weiner's attribution theory, the biogenetic explanations can be helpful in reducing the perceptions of controllability of mental illnesses (e.g., schizophrenia). However, recent studies reveal that biogenetic explanations may increase social stigma and discrimination against people with schizophrenia. The current research, using Weiner's attribution theory, empirically examined the effects of biogenetic beliefs on the desire for social distance via perceptions of controllability and stability of schizophrenia using a Chinese sample. A cross-sectional study (n = 156) and an experiment (n = 124) were carried out. Participants were recruited from an urban city in China. In the experiment, participants were randomly assigned to receive a biogenetic/control lecture and filled out a survey. Biogenetic beliefs had indirect effects on the desire for social distance via decreased perceived controllability and increased perceived stability, which resulted in little to no change on the desire for social distance. The biogenetic approach could decrease the perceptions of controllability of schizophrenia which may reduce the desire for social distance; however, it could also increase the perceptions of stability which may increase the desire for social distance, especially among close others. Cautions are warranted when using and disseminating the biogenetic causes of schizophrenia amongin the general public.

Perceived causes of obesity, emotions, and attitudes about Discrimination Policy

RationaleAlthough obesity represents a potential public health crisis, our understanding of public perceptions of obesity, emotional responses to the obese, and related policy preferences is limited. ObjectiveWe employed Weiner's attribution theory of controllability (Weiner, 1988, 2011) to examine perceived causes of obesity, emotional responses, and related policy implications. If the perceived cause is controllable (eating and lifestyle habits), we expected less sympathy and greater anger toward obese people and support for prejudicial hiring policies based on weight. If the cause is perceived as uncontrollable (genetic), sympathy is anticipated as well as opposition to such hiring policies. MethodWe conducted multivariate analyses with data from two nationally representative surveys of U.S. adults. ConclusionOur findings supported the hypotheses, showing that sympathy and lack of anger toward obese people are strongly determined by a genetic attribution for obesity. Moreover, sympathy and the genetic attribution are significant predictors of opposition to hiring policies that discriminate against obese people. Finally, in a second study, chief among several causal attributions for obesity—lack of will power, lack of exercise, marketing of foods, and genetics—we discovered biological attribution functions as the key predictor of perceptions that obese people are frequent targets of discrimination. We suggest governments and the food industry should be more attuned to the underlying beliefs of the public about the causes of obesity when formulating programs and policies to address the issue.

A Systematic Review of Teachers' Causal Attributions: Prevalence, Correlates, and Consequences.

The current review provides an overview of published research on teachers’ causal attributions since 1970s in the context of theoretical assumptions outlined in Weiner’s (2010) attribution theory. Results across 79 studies are first examined with respect to the prevalence of teachers’ interpersonal causal attributions for student performance and misbehavior, as well as intrapersonal attributions for occupational stress. Second, findings showing significant relations between teachers’ attributions and their emotions and cognitions, as well as student outcomes, are discussed. Third, an overview of results showing the prevalence and implications of teachers’ causal attributions to be moderated by critical background variables is also provided. Finally, observed themes across study findings are highlighted with respect to the fundamental attribution error and the utility of Weiner’s attribution theory for understanding how teachers’ explanations for classroom stressors impact their instruction, well-being, and student development.

Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems

As technology becomes increasingly integrated with education, research on the relationships between students’ computing-related emotions and motivation following technological difficulties is critical to improving learning experiences. Following from Weiner’s (2010) attribution theory of achievement motivation, the present research examined relationships between causal attributions and emotions concerning academic computing difficulties in two studies. Study samples consisted of North American university students enrolled in both traditional and online universities (total N = 559) who responded to either hypothetical scenarios or experimental manipulations involving technological challenges experienced in academic settings. Findings from Study 1 showed stable and external attributions to be emotionally maladaptive (more helplessness, boredom, guilt), particularly in response to unexpected computing problems. Additionally, Study 2 found stable attributions for unexpected problems to predict more anxiety for traditional students, with both external and personally controllable attributions for minor problems proving emotionally beneficial for students in online degree programs (more hope, less anxiety). Overall, hypothesized negative effects of stable attributions were observed across both studies, with mixed results for personally controllable attributions and unanticipated emotional benefits of external attributions for academic computing problems warranting further study.

Attribution-based motivation treatment efficacy in high-stress student athletes: A moderated-mediation analysis of cognitive, affective, and achievement processes

ObjectivesStudent athletes encounter significant challenges during school-to-college transitions that can increase stress and undermine academic adjustment (Heelis & Shields, 2015). An attribution-based motivation treatment (Perry et al., 2014) was administered to student athletes who differed in perceived stress to improve short- and long-term academic performance. MethodsIn a two-semester, quasi-experimental, randomized treatment study, we examined the efficacy of an attribution-based motivation treatment (Attributional Retraining; AR) for competitive student athletes (N = 185) who differed in perceived stress (low, high). A theory-based path analysis assessed whether AR-performance effects were mediated by perceived academic control (PAC) and achievement emotions. ResultsHigh-stress student athletes who received AR outperformed their no-treatment counterparts by roughly one letter grade on a Semester 1 post-treatment class test. Consistent with Weiner's attribution theory (1985, 2012) of motivation and emotions, AR-performance effects were mediated by cognitive and affective process variables. For high-stress athletes, AR fostered course-related PAC, which in turn increased positive and reduced negative affect, which in combination promoted final course grades. ConclusionsAR effects on performance for high-stress student athletes were indirect via cognitive and affective mediators consistent with Weiner's attribution theory (1985, 2012). Findings suggest attribution-based motivation treatments have practical implications for athletic programs, administrators, coaches, and directors in facilitating adjustment for high-stress student athletes.

A Gift or a Curse: Applying Weiner's Attribution Theory to Understand the Achievement Motivation of Gifted Children

A Gift or a Curse: Applying Weiner's Attribution Theory to Understand the Achievement Motivation of Gifted Children

A Quantitative Evaluation of the Multi-Disciplinary Approach to Prevention Services (MAPS) Program to Protect Children and Strengthen Families

ABSTRACTThis article presents the results from an evaluation of a state-funded, prevention-based, pilot program called the Multi-Disciplinary Approach to Prevention Services that was designed to reduce the potential for child abuse and neglect. The program served 64 families of various races and ethnicities over two years. A quantitative pretest–posttest design was used to analyze existing program data related to client outcomes including parenting skills, parenting satisfaction, and the use of non-family resources to assist in improving skills and satisfaction. Means comparisons were used to assess the relationship between three standardized instruments (the Parenting Scale, the Eyberg Child Behavior Inventory and the Kansas Parental Satisfaction Scale). Findings indicated a statistically significant improvement regarding resource engagement by families, parenting behaviors and perceptions, and involvement with Child Protective Services. The results from this study offer insight into how to improve parenting behaviors and increase child protective factors for youth who are at risk of maltreatment. In addition, these findings contribute to strengthen the legitimacy of Weiner's Attribution Theory while providing the social work profession with additional data in areas of research targeting the intersection of financially viable prevention programs, family stability, parental education, resources engagement, and the reduction of child abuse and neglect. If additional research supports the efficacy of prevention programs such as MAPS, funding similar programs could lead to improved parenting and decreases in child maltreatment.

Differences in male and female nurses' responses to physical assault by psychiatric patients: a supplemental finding of a mixed-methods study.

In one segment of a multifactor study conducted in 2011 at five psychiatric sites in three counties of Long Island, New York, 110 nurses were interviewed about their experiences with physical assault by psychiatric patients. Marked differences were identified between the male and female nurse participants who were assaulted. Women expressed feelings of inadequacy and questioned their competence. They felt blamed by administration and sometimes even colleagues. In addition, many did not report the incident for fear of reprisal. Women believed that violence was to be expected, and they considered it part of the job. On the other hand, men did not question their competency. They blamed external factors, such as poor staffing or unsafe design of the unit, or they stated that the patient was inadequately medicated and impossible to control. The male nurses did not feel blamed for the incident. All but one male nurse formally reported the incidents. They believed that violence in psychiatry is to be expected but should not be considered part of the job. These findings may be explained by Weiner's Attribution Theory.

Understanding perceptions of stuttering among school-based speech–language pathologists: An application of attribution theory

IntroductionThe purpose of this study was to investigate whether attribution theory could explain speech–language pathologists (SLPs) perceptions of children with communication disorders such as stuttering. Specifically, it was determined whether perceptions of onset and offset controllability, as well as biological and non-biological attributions for communication disorders were related to willingness to help, sympathy, and anger toward children with these disorders. It was also of interest to determine if blame for stuttering was related to perceived controllability of stuttering and negative attitudes toward people who stutter (PWS). MethodA survey was developed to measure perceived onset and offset controllability, biological and non-biological attributions, willingness to help, sympathy, and anger toward middle school children with developmental stuttering, functional articulation disorders, and cerebral palsy. In addition, a scale was developed to measure blame and negative attitudes toward PWS in general. Surveys were mailed to 1000 school-based SLPs. Data from 330 participants were analyzed. ResultsSupporting the hypotheses of attribution theory, higher perceived onset and offset controllability of the disorder was linked to less willingness to help, lower sympathy, and more anger across conditions. Increased biological attributions were associated with more reported sympathy. Increased blame for stuttering was linked to higher perceived controllability of stuttering, more dislike of PWS, and more agreement with negative stereotypes about PWS. ConclusionsEducating SLPs about the variable loss of control inherent in stuttering could improve attitudes and increase understanding of PWS. Reductions in blame may facilitate feelings of sympathy and empathy for PWS and reduce environmental barriers for clients.Learning outcomes Readers should be able to: (1) identify the main principles of Weiner's attribution theory (2) identify common negative perceptions of people who stutter (3) describe how disorders of stuttering, articulation disorders, and cerebral palsy are differentiated in terms of perceived onset and offset controllability, and biological and non-biological attributions (4) describe relationships between perceived onset and offset controllability of disorders and sympathy, anger, and willingness to help.

Language Learner Beliefs from an Attributional Perspective

This qualitative study, aimed to analyze eight French-speaking learners’ beliefs about English and English language learning. The data were obtained via semi-structured interviews. The study drew on Weiner's attribution theory of achievement motivation and Bandura's self-efficacy theory. The novelty about this research is the employment of an attributional analysis framework to study and explain the learners’ stated beliefs about English and English language learning.

Causal attributions of job loss among people with psychiatric disabilities.

Guided by Weiner's attribution theory (1985), the aim of this study is to describe the reasons given by people with psychiatric disabilities to explain job loss. Using a sample of 126 people with psychiatric disabilities participating in a prospective study design, the authors evaluated the causal attributions pattern to explain job loss. During a 9-month follow-up phone interview, clients of supported employment programs were asked to explain the reasons why they had lost their jobs. The reasons provided were categorized according to type of job loss (voluntarily vs. involuntarily), locus of control (external vs. internal) and controllability (controllable vs. uncontrollable). The results show that 73% of participants had voluntarily ended their jobs. For the majority of participants, the reasons given to explain job loss were related to external and uncontrollable factors. Moreover, men used more external (34.1% vs. 23%) and uncontrollable (68.2% vs. 40%) reasons than women. Severity of symptoms and level of education also affected the attributional pattern. However, self-esteem, psychiatric diagnosis and work centrality did not correlate significantly to the attributional pattern. The results demonstrated that reasons given to explain job loss among people with psychiatric disabilities are mostly external. A more systematic evaluation of environmental factors should be put in place to favor longer job tenure for people with psychiatric disabilities.