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An Attributional Theory of Achievement Motivation and Emotion
Abstract
In this chapter a theory of motivation and emotion developed from an attributional perspective is presented. Before undertaking this central task, it might be beneficial to review the progression of the book. In Chapter 1 it was suggested that causal attributions have been prevalent throughout history and in disparate cultures. Studies reviewed in Chapter 2 revealed a large number of causal ascriptions within motivational domains, and different ascriptions in disparate domains. Yet some attributions, particularly ability and effort in the achievement area, dominate causal thinking. To compare and contrast causes such as ability and effort, their common denominators or shared properties were identified. Three causal dimensions, examined in Chapter 3, are locus, stability, and controllability, with intentionality and globality as other possible causal properties. As documented in Chapter 4, the perceived stability of a cause influences the subjective probability of success following a previous success or failure; causes perceived as enduring increase the certainty that the prior outcome will be repeated in the future. And all the causal dimensions, as well as the outcome of an activity and specific causes, influence the emotions experienced after attainment or nonattainment of a goal. The affects linked to causal dimensions include pride (with locus), hopelessness and resignation (with stability), and anger, gratitude, guilt, pity, and shame (with controllability).
... We draw on signaling (Spence, 1973) and attribution theories (Martinko et al., 2007;Weiner, 1985) to evaluate the potential impacts of leaders' AI symbolization for positive employee outcomes. According to signaling theory, actions and behaviors convey personal intentions and preferences (Spence, 1973). ...
... Such a principle aligns with attribution theory's premise that employees form their interpretations of the rationale behind their supervisors' behavior (e.g. AI symbolization), which affect employees' subsequent behavior and attitudes toward the supervisor's behavior (Kelley and Michela, 1980;Martinko et al., 2007;Weiner, 1985). Therefore, attribution theory is particularly relevant and useful for understanding how employee-related motives (i.e. ...
... However, our research challenges this assumption by revealing that leaders' AI symbolization promotes rather than inhibits employees' job crafting behavior. Drawing on signaling (Spence, 1973) and attribution (Martinko et al., 2007;Weiner, 1985) theories, we developed and tested a model explaining why and how leaders' AI symbolization affects employee job crafting. Findings from an experiment and a multi-wave field survey revealed that leaders' AI symbolization is positively related to employee change readiness and, in turn, employee job crafting. ...
Purpose
This study aims to explore whether, how and when leaders' artificial intelligence (AI) symbolization (i.e. the demonstration of leaders' acceptance of and support for AI by engaging in AI-related behaviors and/or displaying objects that reflect their affinity for AI) affects employee job crafting behaviors.
Design/methodology/approach
The authors conducted two studies (i.e. an experiment and a multi-wave field survey) with samples from different contexts (i.e. United States and China) to test our theoretical model. The authors used ordinary least squares (OLS) and hierarchical linear modeling (HLM) to test the hypotheses.
Findings
Leaders' AI symbolization is positively related to employee change readiness and, in turn, promotes employee job crafting. Moreover, employee-attributed impression management motives moderate the positive indirect effect of leaders' AI symbolization on employee job crafting via change readiness, such that this indirect effect is stronger when employee-attributed impression management motives are low (vs high).
Practical implications
Leaders should engage in AI symbolization to promote employee job crafting and avoid behaviors that may lead employees to attribute their AI symbolization to impression management.
Originality/value
By introducing the concept of leaders' AI symbolization, this study breaks new ground by illustrating how leaders' AI symbolization positively influences employees' change readiness, as well as job crafting in the workplace. Further, integrating AI as a novel and timely context for evaluating job crafting contributes to the literature where empirical research is relatively scant, particularly regarding the factors that prompt employees to engage in job crafting.
... Die Relevanz der SWE von Lehrkräften für den schulischen Kontext wurde bereits in zahlreichen Studien untermauert: Eine höhere SWE zeigte sich als Schutzfaktor gegen Burnout und ging mit einer höheren Berufszufriedenheit einher (Schwarzer & Hallum, 2008;Wang et al., 2015). Darüber hinaus konnten Zusammenhänge mit einer besseren Förderung der Schülerinnen und Schüler (Gibson & Dembo, 1984), einer grösseren Offenheit gegenüber neuen Unterrichtsmethoden sowie hochwertigeren Instruktionen (Allinder, 1994), einer günstigeren Klassenführung (Künsting et al., 2016) Weiner (1985Weiner ( , 2000 geht davon aus, dass Menschen nach Ursachen für Erfolge oder Misserfolge suchen, wobei die jeweiligen Ursachen Auswirkungen auf die erlebten Emotionen und die zukünftigen Erfolgserwartungen haben. Entscheidend sind dabei weniger die Ursachen als solche, sondern vielmehr ihre drei Dimensionen «Lokation», «Stabilität» und «Kontrollierbarkeit», das heisst, inwieweit die Ursachen als external oder internal, als variabel oder stabil und als unkontrollierbar oder kontrollierbar empfunden werden (Weiner, 1985(Weiner, , 1994. ...
... Darüber hinaus konnten Zusammenhänge mit einer besseren Förderung der Schülerinnen und Schüler (Gibson & Dembo, 1984), einer grösseren Offenheit gegenüber neuen Unterrichtsmethoden sowie hochwertigeren Instruktionen (Allinder, 1994), einer günstigeren Klassenführung (Künsting et al., 2016) Weiner (1985Weiner ( , 2000 geht davon aus, dass Menschen nach Ursachen für Erfolge oder Misserfolge suchen, wobei die jeweiligen Ursachen Auswirkungen auf die erlebten Emotionen und die zukünftigen Erfolgserwartungen haben. Entscheidend sind dabei weniger die Ursachen als solche, sondern vielmehr ihre drei Dimensionen «Lokation», «Stabilität» und «Kontrollierbarkeit», das heisst, inwieweit die Ursachen als external oder internal, als variabel oder stabil und als unkontrollierbar oder kontrollierbar empfunden werden (Weiner, 1985(Weiner, , 1994. Von den beiden Dimensionen «Lokation» und «Kontrollierbarkeit» wird erwartet, dass sie emotionale Reaktionen beeinfl ussen: Nach einem Erfolg sollte vor allem dann Stolz empfunden werden, wenn dieser mit inter-nalen Ursachen begründet wird. ...
... Bandura (2012) Erfolge aufgrund von stabilen und externalen Ursachen wie beispielsweise leichten Aufgaben oder wohlwollenden Prüfenden sollten demgegenüber nur wenige Informationen über die eigenen Fähigkeiten bzw. die eigene Wirksamkeit beinhalten und damit in keinem engeren Zusammenhang mit der SWE stehen -denn im Unterschied zu der Erfolgserwartung, wie sie durch die Stabilitätsdimension bedingt wird (Weiner, 1985), bezieht sich die SWE auf die Überzeugung, Herausforderungen aufgrund der eigenen Fähigkeiten erfolgreich bewältigen zu können (Schwarzer & Jerusalem, 2002). Für Misserfolge wird angenommen, dass vor allem die Variabilität der Ursachen relevant ist (Wilson & Linville, 1985), da sie die Hoffnung auf zukünftige Erfolge ermöglicht. ...
Diese Studie untersucht, inwieweit eine Veränderung der Selbstwirksamkeitserwartungen Lehramtsstudierender während ihres Semesterpraktikums durch die Attribution ihrer Unterrichtserfolge oder Unterrichtsmisserfolge vorhergesagt werden kann. 34 Längsschnittdatensätze zeigten Zusammenhänge zwischen internaler sowie unkontrollierbarer Misserfolgsattribution und höheren Selbstwirksamkeitserwartungen am Ende des Praktikums. Nachfolgende leitfadengestützte Interviews unterstützen und erklären diese Ergebnisse.
... People perform attributions throughout their activities [33,[70][71][72][73]. Attributions can help people to identify the causes of their actions, speculate potential outcomes, and help them to determine what they should do next [33,[70][71][72][73]. ...
... People perform attributions throughout their activities [33,[70][71][72][73]. Attributions can help people to identify the causes of their actions, speculate potential outcomes, and help them to determine what they should do next [33,[70][71][72][73]. Attributions can also be affected by internal factors such as their estimation of required effort [33,[72][73][74][75][76], their locus of causality [77], the task's difficulty, emotions, motivations [33,34,72,73,78], and their self-efficacy [79]. ...
... People perform attributions throughout their activities [33,[70][71][72][73]. Attributions can help people to identify the causes of their actions, speculate potential outcomes, and help them to determine what they should do next [33,[70][71][72][73]. Attributions can also be affected by internal factors such as their estimation of required effort [33,[72][73][74][75][76], their locus of causality [77], the task's difficulty, emotions, motivations [33,34,72,73,78], and their self-efficacy [79]. Domain specificity, luck, social and environmental factors, and system characteristics are examples of external influencing factors [33,34,72,73,78]. ...
Purpose
Customizing the accessibility and ease-of-use settings of a computer can improve the overall user experience for people with and without disabilities. However, the adoption of such settings remains poor. This study investigates why various factors may influence people as they personalize and when they choose to integrate those changes into everyday use.
Methods
To better understand how these factors may impact people’s personalization process, we conducted a series of interviews involving 15 people with and without disabilities across several months in 2020 when computer usage became required due to the COVID-19 lockdown. We used grounded theory to analyze 49 semi-structured interviews with participants. During these interviews, people reflected upon: past attempts at personalization using built-in accessibility or ease-of-use features of their Operating System (OS) or other assistive technologies (AT), current customization activities using the personalization software, Morphic, and future opportunities for personalization systems and features.
Results
We identified several barriers, facilitators, and perpetuating factors that can influence why and when people choose to adopt and integrate their personalization changes. We also outline the overall personalization lifecycle, which illustrates when various factors may impact computer personalization.
Conclusion
Personalization activities are complex and easily affected by an ecosystem of influential factors that surround them. When paired with the three design considerations and ten lessons learned from this qualitative study, the overall personalization lifecycle may be useful during the design and development of future personalization systems or features for people with and without disabilities.
... We theorize that rapport carries the influence of incidental similarities on service outcomes. Further, based on the implications of attribution theory in this context (Heider, 1958;Hui & Toffoli, 2002;Pick et al., 2016;Weiner, 1985), we propose that customers' perceptions of employees' authenticity moderates the mediating mechanism, rapport, in the incidental similarity-customer outcomes relationship. Moreover, attribution theory suggests that unexpected outcomes evoke an attributional process that facilitates interpretation (Fiske & Taylor, 2013;Weiner, 1985). ...
... Further, based on the implications of attribution theory in this context (Heider, 1958;Hui & Toffoli, 2002;Pick et al., 2016;Weiner, 1985), we propose that customers' perceptions of employees' authenticity moderates the mediating mechanism, rapport, in the incidental similarity-customer outcomes relationship. Moreover, attribution theory suggests that unexpected outcomes evoke an attributional process that facilitates interpretation (Fiske & Taylor, 2013;Weiner, 1985). ...
... We adopt an attribution theory frame to build out the implications of FLE authenticity in the IS-service recovery context. Attributional processes are activated when individuals attempt to interpret interactions with another (Weiner, 1985). In an effort to understand interactions, customers develop theories to explain their underlying causes. ...
Developing rapport during the “moment of truth” when frontline employees (FLEs) interact with customers has long been an important topic for researchers and managers. We suggest incidental similarities—seemingly trivial shared points of comparison between customers and FLEs—can play a vital role during this juncture in service failure and recovery contexts. Across two experimental studies, we investigate several relationships impacted by the presence or absence of an incidental similarity between FLEs and customers for their effect on satisfaction and repatronage intentions. Results suggest incidental similarities can reduce failure attributions toward service providers and improve these important customer‐related outcomes (study 1). Results of study 2 extend our findings, demonstrating that rapport can serve as a mediating mechanism explaining the relationship between incidental similarities and these key service outcomes. Study 2 also reveals that FLE authenticity acts as a boundary condition of this relationship, accentuating the indirect, conditional relationships between incidental similarities, and satisfaction and repatronage intentions. Critically, we demonstrate that an incidental similarity can be even more effective when there is no recovery. By pointing out the role of incidental similarities in service encounters, our research makes significant contributions to aiding understanding of how rapport can be developed during the relatively brief time customers interact with service employees.
... La ansiedad generalizada y la ansiedad ante situaciones escolares, como las anteriormente mencionadas, o la generada por los resultados académicos pueden derivar en la desmotivación del alumnado hacia el aprendizaje y la asistencia a la escuela (Brouwer-Borghuis et al., 2019). Weiner (1985), en su teoría atribucional, propuso que las autoatribuciones causales de los estudiantes, entendidas como las percepciones de los motivos por los cuales han tenido lugar los propios fracasos y éxitos académicos (Barros y Simão, 2018), influyen en la manifestación de emociones como la ansiedad, y estas a su vez en las expectativas y la motivación de los educandos. Según esta teoría, el alumnado atribuye sus resultados principalmente a la capacidad, al esfuerzo o a causas externas como la suerte, y las causas pueden ser internas o externas a la persona, controlables o incontrolables, y estables o inestables en el tiempo. ...
... De este modo, cada vez que un estudiante con uno de los dos perfiles ansiosos de riesgo obtuviese un resultado positivo o negativo en esta materia, como por ejemplo, haber comprendido la lectura de un texto o haber escrito una historia sin coherencia, cohesión, ni adecuación, el maestro le comentaría oralmente o por escrito los detalles objetivos que han llevado al éxito o al error, para que progresivamente el educando fuera sustituyendo sus autoatribuciones causales desadaptativas por aquellas positivas y realistas. Partiendo de la teoría atribucional de Weiner (1985), para que el alumnado tenga expectativas de éxito de cara a los siguientes resultados y esté motivado a continuar trabajando en las tareas que se le proponen, es recomendable que los maestros traten de orientar el estilo atribucional de los éxitos y de los fracasos hacia causas internas, inestables y que los niños puedan controlar, como, por ejemplo, el esfuerzo (Graham, 2020). ...
INTRODUCCIÓN. La ansiedad en el ámbito escolar, la ansiedad generalizada y la tendencia a usar determinados tipos de causas para explicar los resultados académicos pueden afectar la motivación del alumnado hacia la Lengua y la Literatura. En este sentido, la presente investigación tuvo como objetivo analizar la posible existencia de perfiles de ansiedad en estudiantes de Educación Primaria e identificar sus estilos atribucionales para los éxitos y fracasos en Lengua y Literatura. MÉTODO. Se administraron las versiones españolas de la Visual Analogue Scale for Anxiety-Revised (VAA-R) y la Sydney Attribution Scale (SAS) a 1271 estudiantes de 8 a 11 años (M = 9.65, DE = 1.23), siendo el 50.59% chicos. Se usó la técnica latent class analysis (LCA) para hallar los perfiles y se ejecutaron análisis de varianza (ANOVA) para identificar las diferencias interclase en los estilos atribucionales. RESULTADOS. El LCA reveló cuatro perfiles de ansiedad. Los perfiles alta, moderada y baja ansiedad se caracterizaron por mostrar altas (z = 1.04; 0.96; 0.76), moderadas (z = -0.08; -0.05; 0.03) y bajas puntuaciones (z = -0.88; -0.68; -1.06) en los tres factores de la VAA-R, mientras que el perfil baja ansiedad de tipo escolar puntuó bajo solo en los dos factores referentes a la ansiedad ante situaciones del ámbito escolar (z = -1.11; -0.97). Se hallaron diferencias estadísticamente significativas entre todos los grupos (p < .001) y diferencias con tamaño del efecto grande entre los perfiles alta ansiedad y baja ansiedad de tipo escolar (d = 0.98 y 0.99), mostrando el primer grupo una mayor tendencia a atribuir sus fracasos a su baja capacidad y esfuerzo. DISCUSIÓN. Los estudiantes con alta ansiedad son los más vulnerables a la desmotivación, pero es necesario profundizar en otras variables como la familia para perfeccionar las estrategias didácticas que sugieren estos resultados.
... Attribution theory has long been applied to stigmatization in the context of mental illnesses and infectious diseases [12,[14][15][16][17]. This theory postulates that people attribute different levels of controllability, responsibility, and dangerousness to others' actions to help them understand and explain the causes of the conditions, behaviors, and consequences of these actions [12,18]. Accordingly, people search for or are receptive to signals and signaling events that shape their cognitive beliefs (e.g., blameworthiness and dangerousness), affective reactions (e.g., anger and fear), and discriminatory inclinations (e.g., coercion, avoidance, segregation, or withholding help). ...
... To understand the links between disease-related and individual attributes and stigmatization, this study utilized attribution theory [12,18,31]. Attribution theory explains how people interpret and react to signals and signaling events concerning causes of conditions and the consequences for others. ...
Background
The COVID-19 pandemic has created a global health crisis, leading to stigmatization and discriminatory behaviors against people who have contracted or are suspected of having contracted the virus. Yet the causes of stigmatization in the context of COVID-19 remain only partially understood. Using attribution theory, we examine to what extent attributes of a fictitious person affect the formation of stigmatizing attitudes towards this person, and whether suspected COVID-19 infection (vs. flu) intensifies such attitudes. We also use the familiarity hypothesis to explore whether familiarity with COVID-19 reduces stigma and whether it moderates the effect of a COVID-19 infection on stigmatization.
Methods
We conducted a multifactorial vignette survey experiment (2⁸-design, i.e., NVignettes = 256) in Germany (NRespondents = 4,059) in which we experimentally varied signals and signaling events (i.e., information that may trigger stigma) concerning a fictitious person in the context of COVID-19. We assessed respondents’ cognitive (e.g., blameworthiness) and affective (e.g., anger) responses as well as their discriminatory inclinations (e.g., avoidance) towards the character. Furthermore, we measured different indicators of respondents’ familiarity with COVID-19.
Results
Results revealed higher levels of stigma towards people who were diagnosed with COVID-19 versus a regular flu. In addition, stigma was higher towards those who were considered responsible for their infection due to irresponsible behavior. Knowing someone who died from a COVID infection increased stigma. While higher self-reported knowledge about COVID-19 was associated with more stigma, higher factual knowledge was associated with less.
Conclusion
Attribution theory and to a lesser extent the familiarity hypothesis can help better understand stigma in the context of COVID-19. This study provides insights about who is at risk of stigmatization and stigmatizing others in this context. It thereby allows identifying the groups that require more support in accessing healthcare services and suggests that basic, factually oriented public health interventions would be promising for reducing stigma.
... Yüklem Teorisi dünyayı açıklamaya çalışmakla birlikte bir olay veya davranışın arkasında yatan nedenleri belirlemeye çalışır. Bernard Weiner (1985), sosyal psikoloji alanını oldukça etkileyen teorik bir çerçeve geliştirmiştir. Yüklem teorisi, sergilenen davranışların neden yapıldığını belirlemeye çalışır, yani bir olay veya davranışın nedenlerini yorumlar. ...
Bu çalışmanın amacı, klasik ve çağdaş öğrenme paradigmaları ile bunlara bağlı olarak öne sürülen teori ve modelleri sistematik bir bakış açısıyla ele alıp incelemektir. Bu çalışmanın araştırma yöntemi öğrenme teorilerini konu alan yaklaşık 100 makalenin incelendiği literatür taramasıdır. Bu çalışma kapsamında davranışçılık ve bilişselcilik gibi klasik paradigmalar ile yapılandırmacılık, hümanizm ve tasarım tabanlı araştırma gibi çağdaş paradigmalar ve bunlarla bağlantılı olarak ortaya çıkmış olan teori ve modeller incelenmektedir. Araştırma bulguları, araştırmacıların çalışmalarını temellendirmek için kullandıkları teori ve modellerin savunduğu ana fikirleri, temel aldığı paradigmaları ve gelişmesine yol açan kuramcıları ortaya koyarak gelecek çalışmalara ışık tutabilir. Anahtar Kelimeler: Öğrenme Paradigmaları, Öğrenme Teorileri, Öğrenme Modelleri Classical and Contemporary Learning Paradigms, Theories, And Models: A Systematic Review ABSTRACT The present study aims to systematically review the classical and contemporary learning paradigms along with theories and models that developed based on these paradigms. The methodology of this study is literature review of about 100 articles on learning theories. In the scope of the study, classical paradigms such as behaviorism and cognitivism, and contemporary paradigms such as and constructivism, humanism, and design based research are investigated along with relevant theories and models. The findings may guide future research identifying the main idea, underground paradigm, and theoretician of the theories and models that are used by researchers in grounding the studies. GİRİŞ Kavramı ilk defa ortaya atan Kuhn (1962) paradigmayı, "bilim insanları tarafından kabul görmüş olan inançlar bütünü veya problemlerin nasıl anlaşılması gerektiği konusunda üzerinde hemfikir olunan gelenekler" olarak tanımlamaktadır. Kuhn'a göre paradigma, "incelenen bir bilimsel alanda üzerinde çalışılan problemlerin çözümüne ilişkin benimsenen teoriler ve modellerin, kullanılan deneysel yöntemler ve elde edilen sonuçların" toplamından oluşur. Paradigma bilimsel sorgulamanın temelidir ve bir konuda zihinsel veya kavramsal modele sahip olmak için o konuda bir paradigmaya sahip olmak gerekir. Teori veya kuram, "gözlem" anlamına gelen ve Latincedeki "theoria" kavramından türetilmiş bir terimdir. Araştırma alanının gözlemlenebilen bazı yönlerinin uzun gözlemlere ve mümkünse deneylere dayalı detaylı bir tasviridir. Diğer bir ifadeyle, teori "belli bir konuyla ilgili kavramlar, bu kavramların tanımları ve bu tanımlara dayalı önermelerden oluşan genellemelerdir" (NRC, 1998). Bir teorinin güvenilirliği ve geçerliliği, açıklamak istediği durumu açık ve net olarak ortaya koyan tanımlamalar yapabilmesine ve hipotez olarak ileri sürdüğü önermelerini yeterince test etmiş olmasına bağlıdır (NRC, 1998). Model ise "ele alınan konuya ilişkin teoride yer alan değişkenlerin ve bunların aralarındaki ilişkilerin gözlenebildiği, değişkenler arası ilişkilerin test edilmesi amacına yönelik gösterimlerdir" (Özkul & Aydın, 2013). Model ve teori arasındaki temel fark modelin ele aldığı konuya ilişkin yol gösterici (prescriptive), teorinin ise daha betimleyici ya da tasvir edici (descriptive) olmasıdır (Özkul & Aydın, 2013).
... An individual's reaction to a glitch in the supply chain glitch is partly based on the perceived stability of the causes of the glitch and expectations about the future (Weiner, 1972). Previous studies examine stability in contexts such as motivation (Weiner, 1985) and innovation implementation (Choi et al., 2015), generally finding that a reaction is more vital when causes are stable. ...
Este libro se configura como un apoyo a las cátedras sobre inteligencia emocional y autorregulación del aprendizaje, profundamente imbuidas en el aprendizaje autónomo. El objetivo del libro es poder transmitir los distintos avances sobre estos campos de conocimiento y contribuir al desarrollo de un marco teórico que apoye futuros procesos de investigación dentro del programa de la Maestría en Educación y también la consulta externa para otros procesos que estén interesados en la materia. Por lo tanto, dentro del alcance del mismo también se encuentra la propia sublínea de investigación: “Autorregulación del aprendizaje”, la cual ya ha desarrollado múltiples proyectos de investigación y publicaciones sustanciales para el programa. Como campo de conocimiento situado en torno a la metacognición podrá ser referenciado desde la psicología y las ciencias de la educación, a través de los tres ejes fundamentales de libro: inteligencia emocional, autorregulación del aprendizaje y aprendizaje autónomo.
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