Journal articles: 'Attribution Theory'

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Flora, Parminder K., Shaelyn M. Strachan, Lawrence R. Brawley, and Kevin S. Spink. "Exercise Identity and Attribution Properties Predict Negative Self-Conscious Emotions for Exercise Relapse." Journal of Sport and Exercise Psychology 34, no. 5 (October 2012): 647–60. http://dx.doi.org/10.1123/jsep.34.5.647.

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Research on exercise identity (EXID) indicates that it is related to negative affect when exercisers are inconsistent or relapse. Although identity theory suggests that causal attributions about this inconsistency elicit negative self-conscious emotions of shame and guilt, no EXID studies have examined this for exercise relapse. Weiner’s attribution-based theory of interpersonal motivation (2010) offers a means of testing the attribution-emotion link. Using both frameworks, we examined whether EXID and attributional properties predicted negative emotions for exercise relapse. Participants (n = 224) read an exercise relapse vignette, and then completed EXID, attributions, and emotion measures. Hierarchical multiple regression models using EXID and the attributional property of controllability significantly predicted each of shame and guilt, R2 adjusted = .09, ps ≤ .001. Results support identity theory suggestions and Weiner’s specific attribution-emotion hypothesis. This first demonstration of an interlinking of EXID, controllability, and negative self-conscious emotions offers more predictive utility using complementary theories than either theory alone.

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White, Michael J., and Debra L. Lilly. "Teaching Attribution Theory with a Videotaped Illustration." Teaching of Psychology 16, no. 4 (December 1989): 218–19. http://dx.doi.org/10.1207/s15328023top1604_14.

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A videotaped illustration of Kelley's (1973) covariation attribution model is described. The videotape contains sets of sequentially presented behavioral situations that lead students to analyze information using Kelley's model. A description of one set of scenes illustrated on the videotape is provided. The cognitive implications of the use of videotaped illustrations to improve understanding of attributional concepts are noted. Informal observation suggests that the videotape illustration is highly effective. Students are easily able to make appropriate attributions using Kelley's model and to apply them to real-life situations.

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Gray, Susan H., and J. Neapolitan. "Attribution Theory." Teaching Sociology 17, no. 3 (July 1989): 416. http://dx.doi.org/10.2307/1318129.

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Zamfir, Elena, and Peter Dayan. "Interactions between attributions and beliefs at trial-by-trial level: Evidence from a novel computer game task." PLOS Computational Biology 18, no. 9 (September 26, 2022): e1009920. http://dx.doi.org/10.1371/journal.pcbi.1009920.

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Inferring causes of the good and bad events that we experience is part of the process of building models of our own capabilities and of the world around us. Making such inferences can be difficult because of complex reciprocal relationships between attributions of the causes of particular events, and beliefs about the capabilities and skills that influence our role in bringing them about. Abnormal causal attributions have long been studied in connection with psychiatric disorders, notably depression and paranoia; however, the mechanisms behind attributional inferences and the way they can go awry are not fully understood. We administered a novel, challenging, game of skill to a substantial population of healthy online participants, and collected trial-by-trial time series of both their beliefs about skill and attributions about the causes of the success and failure of real experienced outcomes. We found reciprocal relationships that provide empirical confirmation of the attribution-self representation cycle theory. This highlights the dynamic nature of the processes involved in attribution, and validates a framework for developing and testing computational accounts of attribution-belief interactions.

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Phoenix, Gregory M., Michael J. Kalsher, and Matthew V. Champagne. "Allocation of Responsibility for Injuries Sustained from the Use of Technologically-Mediated Consumer Products." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 1 (October 1997): 400–404. http://dx.doi.org/10.1177/107118139704100188.

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Kelly's (1972) theory of causal attribution was used as a basis for assessing how participants allocated responsibility for injuries sustained in four fictitious product-use scenarios. Each scenario described an injury (mild or severe) that occurred during the use of a consumer product that was mediated by a computerized device. Different versions of each product-use scenario were created to account for manipulations of consensus, consistency, distinctiveness, and injury type. Results showed that participants' overall scores of attribution allocations were consistent with Kelly's attributional model and McArthur's (1972) findings. In situations of low consensus, high consistency, and low distinctiveness, participants made internal causal attributions; and for situations of high consensus, consistency, and distinctiveness, participants made external attributions. The manipulation of accident severity (mild or severe) had no significant effect on attributional tendencies. The availability of a product-use warning was associated with a greater tendency to attribute responsibility for the injury to the consumer. Implications of these results are discussed and suggestions for further research are offered.

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Weiner, Bernard. "Wither attribution theory?" Journal of Organizational Behavior 40, no. 5 (June 2019): 603–4. http://dx.doi.org/10.1002/job.2398.

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Tennert, Falk. "An attributional analysis of corporate reporting in crisis situations." Journal of Communication Management 18, no. 4 (October 28, 2014): 422–35. http://dx.doi.org/10.1108/jcom-09-2012-0074.

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Purpose – The purpose of this paper is to use an attributional approach to examine press coverage in Germany dealing with Toyota’s 2010 global product recall due to purportedly defective brakes. The research focuses on the attributions of cause and responsibility and, thereby, the practices of media-brokered selection and interpretation of events. Design/methodology/approach – The methodology used is a quantitative content analysis of selected German print media. Corporate reporting is analysed with the help of attribution theory approaches from the field of psychology, which, when applied to public relations themes, thereby enables the identification of latent and manifest risk factors that emerge from the perceived responsibility of the media. Findings – Causal attributions are an essential aspect of coverage in acute crisis situations. The key findings show a dominance of internal attributions of responsibility in which the media interprets the crisis as self inflicted and ascribes a high level of fault on the company. Exonerating attributions according to a self-serving bias find little resonance in the coverage. The responsibility attributed to Toyota by the media coverage to a sustained damage to the company’s reputation. Originality/value – The study demonstrates that attribution theory can be productively applied to questions of communication management. This approach enables an analysis of attribution discourse as well as the potential long-term effects on the company’s reputation. Thus, the original value of this study lies in the psychological foundation of organisational risk and opportunity.

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Amankwah-Amoah, Joseph. "Where will the axe fall?" European Business Review 27, no. 4 (June 8, 2015): 409–29. http://dx.doi.org/10.1108/ebr-05-2014-0046.

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Purpose – This study aims to examine the types of attributions after a business failure. Although business failure has garnered a plethora of scholarly attention, there remains an ambiguity and a lack of clarity about the process and types of attribution after a business failure. Design/methodology/approach – The paper is based on a synthesis of the multiple streams of research on the subject. This led to the development of an integrated framework of attributions after business failure. Findings – The paper integrates the business failure literature and attribution theory to develop a 2 × 2 conceptual framework which accounts for not only the effect on pace (time) but also locus of causality in the attribution process. Crossing the two main causes of business failure with two types of attribution produces the 2 × 2 matrix of types of attribution after a business failure which includes early internal attribution, late internal attribution, early external attribution and late external attribution. Research limitations/implications – The theorisation of the literature offers a number of implications for theory and practice. Originality/value – The study also explains the underlying processes inherent in learning from others’ failures and consequences of business failure. The framework removes some of the ambiguity in the existing literature and outlines a number of fruitful avenues for future research.

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Coggans, Niall, and John B. Davies. "Explanations for Heroin Use." Journal of Drug Issues 18, no. 3 (July 1988): 457–65. http://dx.doi.org/10.1177/002204268801800310.

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This paper examines, from the perspective of “attribution theory,” the role of explanations (for drug use) in giving up drug use. In particular, the “functional utility” of explanations (attributions) in the service of self-esteem needs is discussed. It appears that, in a group of heroin users, explanations are consistently related to level or pattern of heroin use in a manner with considerable utility for self-esteem. The attributional strategies employed, and the implications of particular attributions (explanations) for drug use are also discussed.

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Chiou, Wen-Bin. "Customers' Attributional Judgments towards Complaint Handling in Airline Service: A Confirmatory Study Based on Attribution Theory." Psychological Reports 100, no. 3_suppl (June 2007): 1141–50. http://dx.doi.org/10.2466/pr0.100.4.1141-1150.

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Besides flight safety, complaint handling plays a crucial role in airline service. Based upon Kelley's attribution theory, in the present study customers' attributions were examined under different conditions of complaint handling by the airlines. There were 531 passengers (216 women; ages 21 to 63 years, M = 41.5, SD = 11.1) with experiences of customer complaints who were recruited while awaiting boarding. Participants received one hypothetical scenario of three attributional conditions about complaint handling and then reported their attributional judgments. The findings indicated that the passengers were most likely to attribute the company's complaint handling to unconditional compliance when the airline company reacted to customer complaints under low distinctiveness, high consistency, and when consensus among the airlines was low. On the other hand, most passengers attributed the company's complaint handling to conditional compliance under the conditions in which distinctiveness, consistency, and consensus were all high. The results provide further insights into how different policies of complaint management affect customers' attributions. Future directions and managerial implications are also discussed.

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Choi, Se Yeon, Goo Hyeok Chung, and Jin Nam Choi. "Why are we having this innovation? Employee attributions of innovation and implementation behavior." Social Behavior and Personality: an international journal 47, no. 7 (July 18, 2019): 1–13. http://dx.doi.org/10.2224/sbp.8124.

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We used attribution theory to explain employee behavior toward innovation implementation. We focused on employee innovation attributions to organizational intentionality as employees' sensemaking of why their organization has adopted an innovation. We identified two types of employee attributions: to constructive intentionality and to deceptive intentionality. We collected data from 397 employees and 84 managers of Chinese and Korean organizations. Results showed that employee attribution to constructive intentionality enhanced innovation effectiveness by increasing active implementation and decreasing implementation avoidance. By contrast, employee attribution to deceptive intentionality diminished innovation effectiveness by increasing implementation avoidance. These findings enrich the innovation implementation literature by introducing the attribution-based perspective of sensemaking.

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Nelson, Jonathan, Catherine O'Leary, and John Weinman. "Causal Attributions in Parents of Babies with a Cleft Lip and/or Palate and Their Association with Psychological Well-Being." Cleft Palate-Craniofacial Journal 46, no. 4 (July 2009): 425–34. http://dx.doi.org/10.1597/07-194.1.

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Objective: This study aimed to assess causal attributions of parents of babies with a cleft lip and/or palate. Evidence from causal attribution theory and attribution studies in other medical conditions led to the hypothesis that parents who make internal attributions (self-blame) will have poorer psychological well-being. Design: A cross-sectional survey. Setting: Postal questionnaires were sent to parents of children under the care of the South Thames Cleft Service at Guy's Hospital. Participants: Participants were recruited if they had a baby between 12 and 24 months old with a cleft lip and/or palate. Of 204 parents, 42 responded. Main Outcome Measures: A semistructured questionnaire about causal beliefs was completed alongside validated questionnaires measuring anxiety, depression (Hospital Anxiety and Depression Scale), and perceived stress (Perceived Stress Scale). Results: Causal attributions were grouped according to type (environmental, chance, self-blame, and no belief) and loci (external or internal). The most common attribution made was to external factors (54.4%), followed by no causal attribution (38.1%). Parents making an internal (self-blaming) attribution (16.7%) had significantly (p < .05) higher scores on the Hospital Anxiety and Depression Scale anxiety measure (r = .32) and Perceived Stress Scale (r = .33), but not on the Hospital Anxiety and Depression Scale depression measure (p = .283). Conclusions: The high number of parents making an external attribution can be explained by causal attribution theory. However, the percentage of parents making no causal attribution was higher than seen in previous research. Surprisingly, no parents blamed others. The main hypothesis was tentatively accepted because there were significantly higher anxiety and stress scores in parents who self-blamed; although, depression scores were not significantly higher.

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Li, Xia, Han Lu, Hui Wang, Panhua Zhu, and Jianxin Zhang. "General Belief in a Just World, Moral Disengagement, and Helping Propensity in Emergencies." Social Behavior and Personality: an international journal 46, no. 11 (November 6, 2018): 1923–36. http://dx.doi.org/10.2224/sbp.7407.

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We used the theory of belief in a just world (BJW) to systematically examine how general BJW influences decision making about helping in emergency situations involving different attributions. Participants were 740 college students who completed a survey measuring general BJW, moral disengagement, and propensity to help in emergency scenarios. Results showed that both general BJW and attribution scenario type influenced emergency helping. Furthermore, general BJW moderated the magnitude of the effect of victim attribution on helping, playing a stronger role in negatively predicting helping propensity in an obscure attribution scenario than in drunken (internal attribution) or accident (external attribution) scenarios. Moral disengagement mediated the effect of general BJW on helping only in the obscure attribution scenario. These findings provide further empirical evidence for BJW theory, accounting for some situations involving immoral decision making, as well as clarifying where and how general BJW influences the propensity to help.

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Hosseini Fatemi, Azar, and Arezoo Asghari. "Attribution Theory, Personality Traits, and Gender Differences among EFL Learners." International Journal of Education 4, no. 2 (June 17, 2012): 181. http://dx.doi.org/10.5296/ije.v4i2.1455.

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This study was designed to determine whether there is any association between learners' personality traits and their sets of attributions in learning English as a foreign language, regarding their gender differences. To this aim, 216 lower intermediate English language learners, 111 male and 105 female, studying in Shokouh English language institutes in Mashhad took part in the study. They completed NEO-Five Factor Inventory (NEO-FFI) and Attribution questionnaire (ATFLL). The results of the correlational study in male and female groups indicated significant relationships between some of personality traits and sub-scales of attribution theory. The result of t-test showed that the difference between means was not significant in any of the attribution sub-constructs between male and female learners. Regarding personality factors, results showed that the difference between the means was significant only for Agreeableness and Conscientiousness.

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Weiner, Bernard. "Attribution theory and attributional therapy: Some theoretical observations and suggestions." British Journal of Clinical Psychology 27, no. 1 (February 1988): 99–104. http://dx.doi.org/10.1111/j.2044-8260.1988.tb00757.x.

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Li, Wenshu, Richard M. Bennett, Taimi Olsen, and Rachel McCord. "Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions." American Journal of Engineering Education (AJEE) 9, no. 1 (July 3, 2018): 23–38. http://dx.doi.org/10.19030/ajee.v9i1.10186.

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Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.

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Ployhart, Robert E., and Crystal M. Harold. "The Applicant Attribution-Reaction Theory (AART): An Integrative Theory of Applicant Attributional Processing." International Journal of Selection and Assessment 12, no. 1-2 (March 2004): 84–98. http://dx.doi.org/10.1111/j.0965-075x.2004.00266.x.

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Holleman, Marsha Cline, John I. Thornby, and Joseph M. Merrill. "Substance Abusers: Role of Personal and Professional Role Traits in Caregivers' Causal Attributions." Psychological Reports 86, no. 2 (April 2000): 407–13. http://dx.doi.org/10.2466/pr0.2000.86.2.407.

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Substance abuse continues to be a major health problem compounded by caregivers' negative attitudes toward these patients. We investigated attributions 55 primary care physicians and 315 senior medical students make toward substance abusers. Half of both groups expressed negative causal attributions, with women slightly less negative than men. Mental models based on LISREL regression coefficients showed that higher negative attributions by both physicians and students were related to their increased authoritarianism and depressed mood. Medical students choosing careers in primary care specialties, including psychiatry, expressed a less negative attributional style toward substance abusers than those students entering nonprimary careers. Health professional educators may find that using attribution theory to redefine successful outcomes in management of substance abuse can result in better attitudes for caregivers.

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Kálmán, Csaba, and Esther Gutierrez Eugenio. "Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation." Studies in Second Language Learning and Teaching 5, no. 4 (December 10, 2015): 583–608. http://dx.doi.org/10.14746/ssllt.2015.5.4.4.

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Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.

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Wright, Sarah. "Knowledge and Social Roles: A Virtue Approach." Episteme 8, no. 1 (February 2011): 99–111. http://dx.doi.org/10.3366/epi.2011.0009.

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Attributor contextualism and subject-sensitive invariantism both suggest ways in which our concept of knowledge depends on a context. Both offer approaches that incorporate traditionally non-epistemic elements into our standards for knowledge. But neither can account for the fact that the social role of a subject affects the standards that the subject must meet in order to warrant a knowledge attribution. I illustrate the dependence of the standards for knowledge on the social roles of the knower with three types of examples–focusing on knowledge attribution, action, and a mix of the two–and show why neither attributor contextualism nor subject-sensitive invariantism can explain them. I then suggest that subject-sensitive invariantism should be supplemented with insights from virtue epistemology so that it can explain the dependence of the standards of knowledge on social roles. This supplementation of subject-sensitive invariantism helps to solve a persistent problem facing that theory: the case of knowledge attributions made by those in high-stakes contexts about subjects in low-stakes contexts.

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DelGreco, Maria, Amanda Denes, Shardé Davis, and Katrina T. Webber. "Revisiting Attribution Theory: Toward a Critical Feminist Approach for Understanding Attributions of Blame." Communication Theory 31, no. 2 (May 1, 2021): 250–76. http://dx.doi.org/10.1093/ct/qtab001.

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Abstract Heeding the necessary call for interpersonal communication research to be theorized and conducted from a more critical perspective, we employ feminist standpoint theory as a critical tool for reading attribution theory. Specifically, we examine social positionality as an essential aspect of the attribution process and identify how oppressive power structures (macro-level) and a critical consciousness of one’s social positionality (micro-level) impact interpersonal interactions (meso-level). Key components of our approach are visualized and applied to the context of sexual violence, and suggestions for additional interpersonal contexts to consider and ways to further the discussion are addressed. Overall, we maintain that taking a non-neutral, critical feminist approach to attribution theory enables us to consider how perspectives of marginalized groups are valuable sources of knowledge, interrogate how social positionality for those in power may impact attributions of blame, and recognize how groups in the margins have the agency to enact social change.

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Bemmels, Brian. "Attribution Theory and Discipline Arbitration." Industrial and Labor Relations Review 44, no. 3 (April 1991): 548. http://dx.doi.org/10.2307/2524161.

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Scherer, Klaus R. "Attribution theory: A lively legacy." Motivation Science 4, no. 1 (March 2018): 15–16. http://dx.doi.org/10.1037/mot0000092.

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Pollard-Gott, Lucy. "Attribution theory and the novel." Poetics 21, no. 6 (August 1993): 499–524. http://dx.doi.org/10.1016/0304-422x(93)90011-5.

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Bemmels, Brian. "Attribution Theory and Discipline Arbitration." ILR Review 44, no. 3 (April 1991): 548–62. http://dx.doi.org/10.1177/001979399104400310.

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Robinson, Jessica A. "Exploring attribution theory and bias." Communication Teacher 31, no. 4 (August 9, 2017): 209–13. http://dx.doi.org/10.1080/17404622.2017.1358387.

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Power, Mick. "Attribution theory in clinical psychology." Behaviour Research and Therapy 28, no. 1 (1990): 101. http://dx.doi.org/10.1016/0005-7967(90)90068-t.

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Peterson, Christopher. "Attribution theory in clinical psychology." Clinical Psychology Review 10, no. 5 (January 1990): 609–10. http://dx.doi.org/10.1016/0272-7358(90)90102-g.

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Forsterling, Friedrich. "ATTRIBUTION THEORY IN CLINICAL PSYCHOLOGY." Clinical Psychology Forum 1, no. 30 (December 1990): 46.3–47. http://dx.doi.org/10.53841/bpscpf.1990.1.30.46b.

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Gosiewska-Turek, Bogusława. "THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS." Journal of Education Culture and Society 8, no. 1 (July 10, 2017): 109–24. http://dx.doi.org/10.15503/jecs20171.109.124.

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Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated. The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.

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Anand, Punam. "Inducing Franchisees to Relinquish Control: An Attribution Analysis." Journal of Marketing Research 24, no. 2 (May 1987): 215–21. http://dx.doi.org/10.1177/002224378702400208.

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The author identifies an effective method to induce franchisees to relinquish control in decision making. Attribution theory principles are introduced to describe the process by which franchisees make attributions for their performance. The findings suggest that a franchisee's choice of attributions is dependent on the behavior of other franchisees and their performance. The analysis serves as a basis for predicting when franchisees are likely to relinquish control.

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Wiendels, Christina. "“Are all diseases dead”: The Likelihood of an Attribution to Ben Jonson." Ben Jonson Journal 27, no. 2 (November 2020): 200–219. http://dx.doi.org/10.3366/bjj.2020.0284.

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Arents S288 (Acc. No. 5442), pp. 87–88, and Rosenbach 239/27, p. 327, attribute the poem that begins “Are all diseases dead nor will death say” to Ben Jonson. While A.S.W. Rosenbach (1876–1952) owned both of these manuscripts at one point, it was actually Edwin Wolf 2nd (1911–1991) who penciled in the Jonson attributions in both manuscripts. However, the poem is found in many other manuscripts without this attribution. This paper considers the origin and validity of Wolf's attribution, and then asks, apart from Wolf's attribution, if it is plausible that Jonson wrote the poem. Wolf's consistently correct attributions in Arents S288 and correct attribution in MS 239/27 indicate that he was not as unreliable as the Rosenbach Museum & Library suggests. Ludovick Stuart, the Duke of Lennox and Richmond, who is the subject of the poem, died on 16 February 1624. My research demonstrates that an attribution to Jonson is highly plausible in terms of biographical, manuscript, and stylistic evidence. Jonson knew the poem's subject: he lived with the Duke's brother, Esmé Stuart, Lord d'Aubigny, for many years, and d'Aubigny occupied the role of patron. While the poem is elsewhere attributed to Sir John Eliot (b. 1592) or John Donne, neither is a strong candidate. The Duke fulfills the categories that I establish as Jonson's motivations to write in this poetic form: he was a significant figure and he had a personal connection to Jonson. Moreover, Jonson wrote for d'Aubigny's family on repeated occasions – and at length – over many decades.

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Martinko, Mark J., and Marion B. Eberly. "Pushing the Boundaries of Attribution Theory: How Attributions Inform Relationships at Work." Academy of Management Proceedings 2012, no. 1 (July 2012): 14628. http://dx.doi.org/10.5465/ambpp.2012.14628symposium.

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Standing, Oliver, Susan Standing, and Eric Kordt. "Explaining attribution in information technology projects." Journal of Systems and Information Technology 18, no. 2 (May 9, 2016): 216–27. http://dx.doi.org/10.1108/jsit-01-2016-0002.

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Purpose The purpose of this paper is to explore the relationship between project failure and success and an individual’s attributional style and level of seniority. Information technology (IT)-related projects are often complex because of the need to work with a range of stakeholders and satisfy diverse expectations, and thus projects often fail. Design/methodology/approach A case study of a large government organisation was undertaken: interviews and focus groups were conducted and used as primary data for qualitative analysis. Findings Line and executive managers have the tendency to increasingly make more pessimistic attributions than support workers, believing that failure was likely to persist in the future because of the inability to influence management and stakeholders. Support workers have the tendency to be more optimistic than line and executive managers and this has implications for self-serving evaluation practices. Originality/value The application of the attribution theory provides insights into project success and failure and the discrepancies between line managers’ and employees’ job satisfaction.

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Su, Yan Qin, Ji Hong Cheng, and Ting Xue Xu. "One Fusion Approach of Fault Diagnosis Based on Rough Sets Theory and Dempster-Shafer Theory." Applied Mechanics and Materials 241-244 (December 2012): 405–9. http://dx.doi.org/10.4028/www.scientific.net/amm.241-244.405.

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There is the advantage of Rough Sets Theory for redundant condition reduction and D-S Theory for combination rules reasoning, one fusion approach based on the two theories was given. Firstly, the test data was discretizated and attribution reduced to get the reduction decision table. Then, the basic probability assignment was gotten through calculating the condition attribution of the decision table while the condition attribution was regarded as evidence input and the decision attribution as discernment frame. Finally, the evidence was combination reasoned and the fault diagnosis results were gotten, and the application example was verified its validity.

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Kim, Soojung, Tanja Eisenschmid, and Sarah Cavanah. "Effects of Controllability of Athlete Celebrity Endorsers’ Drug Scandals on Punitive Opinions: Sensation Seeking as a Moderator." Communication & Sport 7, no. 3 (April 22, 2018): 361–84. http://dx.doi.org/10.1177/2167479518769897.

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Guided by the attribution theory and sensation seeking (SS), this study found that a news article featuring an athlete celebrity endorser’s drug scandal resulting from a controllable cause (e.g., taking performance-enhancing substance) generated stronger punitive opinions, stronger attribution of the scandal to the athlete, and lower sympathy for the athlete. When a news article presented the drug scandal as due to an uncontrollable cause (e.g., taking a medication to relieve a health problem), low sensation seekers had more negative attitudes and were more in favor of punishment than high sensation seekers. Attributions and sympathy were found to be mediators of the interaction effects of controllable versus uncontrollable messages and SS on punitive opinions. This study contributes to research on the attribution theory and SS in the sports communication context and provides practical implications for sports marketers and public relations professionals.

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Fishman, Evan J., and Jenefer Husman. "Extending attribution theory: Considering students’ perceived control of the attribution process." Journal of Educational Psychology 109, no. 4 (2017): 559–73. http://dx.doi.org/10.1037/edu0000158.

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Sserwanga, Arthur, and Gerrit Rooks. "Cognitive consequences of business shut down. The case of Ugandan repeat entrepreneurs." International Journal of Entrepreneurial Behavior & Research 20, no. 3 (April 29, 2014): 263–77. http://dx.doi.org/10.1108/ijebr-10-2012-0120.

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Purpose – The purpose of this paper is to focus on the cognitive and motivational consequences of a business failure, and their relation with subsequent start up success. The paper hypothesizes that if previous business failure was attributed to an internal and stable cause, subsequent business would be less successful compared to where an entrepreneur attributed business failure to an internal and unstable cause. Design/methodology/approach – The authors reviewed the literature on attribution theory in an achievement context and derived a hypothesis about the relation between causal thinking and subsequent business success. A survey amongst entrepreneurs in Uganda was carried out to yield insights on how attributions to past performance influence subsequent business performance. Findings – Entrepreneurs who attributed previous business failure to an internal, stable cause were found to be less successful in subsequent business start up. When repeat entrepreneurs attribute previous shut down to a lack of ability, they are less successful in a subsequent business start up. However, attributing the failure to a lack of effort, does not affect subsequent business success. Originality/value – The study reaffirms the importance of attributional thinking in entrepreneurship and provides empirical evidence on the relationship between the way entrepreneurs think about their previous performance and subsequent performance. Attributional thinking influences subsequent business actions and outcomes, which offers important practical applications. For instance training to change attributions of entrepreneurs may be used to influence their eventual performance.

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Rice, Stephen, David Trafimow, and Rian Mehta. "Using Confluence Theory to Make Unusual Predictions about Desire, Expectation, and Intention Attributions." Journal of Social Science Studies 3, no. 2 (February 1, 2016): 8. http://dx.doi.org/10.5296/jsss.v3i2.8505.

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<p>The intention attribution literature suggests that a success or a failure by a skilled person will result in a large difference in the intentions others will attribute to that person, but that this effect will be attenuated dramatically if the person is unskilled. The received literature is less clear about what to predict for desire attributions or expectation attributions. Based on a recent theory, the confluence theory (Trafimow, 2009), we predicted very little attenuation for desire attributions and only moderate attenuation for expectation attributions. These findings were confirmed across six experiments. Together, the experiments suggest an attenuation continuum where the attenuation effect increases as attributions pertain to variables more proximal to actual behavior.</p>

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Lee, So Yeon, and Nathan C. Hall. "Understanding Procrastination in First-Year Undergraduates: An Application of Attribution Theory." Social Sciences 9, no. 8 (July 30, 2020): 136. http://dx.doi.org/10.3390/socsci9080136.

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Despite findings showing first-year undergraduates persistently engage in academic procrastination, research exploring students’ perceived reasons for their procrastination and procrastination-related emotions is lacking. The present exploratory study utilized Weiner’s (2010) attribution theory to examine the relationships between procrastination as well as students’ causal explanations and emotions specific to procrastination. Findings of 429 first-year Canadian undergraduates showed students to attribute procrastination mainly to internal and stable factors, and less so to personally controllable factors. Students who attributed procrastination to reasons within themselves reported higher levels of negative emotions, with strong direct effects of procrastination on negative emotions also observed. These findings demonstrate the importance of considering students’ causal attributions as potential contributors to their emotional experiences surrounding procrastination and encourage future longitudinal research on relations between academic procrastination, attributions, and emotional outcomes.

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Cue, Erin N., and April Z. Taylor. "Modifying Harmful Beliefs About Academic Setbacks: An Attribution Retraining Intervention for African-American Middle School Students at Risk for Academic Failure." Journal of Education and Development 4, no. 3 (November 11, 2020): 30. http://dx.doi.org/10.20849/jed.v4i3.799.

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Ongoing reports of the achievement gap suggest the need for effective interventions that can increase motivation and academic outcomes for African-American youth. This study describes a 3-week evidence-based attribution retraining intervention designed to alter harmful beliefs associated with academic failure among African-American middle school students. Guided by attribution theory, the lessons in the intervention were designed to help students modify maladaptive attributions for academic failure and understand that positive academic outcomes could be obtained through increased preparation and effort. Participants included 64 6th graders identified as low achieving who were randomly assigned to either a treatment or wait-list control group. Results showed significant increases in adaptive attributions and decreases in maladaptive attributions for the treatment group compared to the control group. Implications for policy and practice are discussed.

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Nestler, Steffen, Hartmut Blank, and Gernot von Collani. "Hindsight Bias and Causal Attribution." Social Psychology 39, no. 3 (January 2008): 182–88. http://dx.doi.org/10.1027/1864-9335.39.3.182.

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Hindsight bias describes characteristic changes in the perceptions of events or facts once their outcomes are known. This article focuses on one important facet of this, named creeping determinism, denoting enhanced hindsight perceptions of the inevitability of event outcomes. We suggest a systematic link between the literatures on causal attribution and hindsight bias/creeping determinism and introduce a comprehensive causal model theory (CMT) of creeping determinism. We then distinguish between two alternative versions of CMT, which reflect recent debates in the causal attribution literature. These versions assume, respectively, that individuals make causal attributions by means of covariation analysis or via the discovery of some underlying mechanism. In order to contrast these assumptions, we introduce a new hypothesis concerning the magnitude of creeping determinism, based on the conjunction effect in causal attribution, and we present empirical evidence concerning this hypothesis.

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Pier, John. "Ethos Attribution." Poetics Today 38, no. 4 (December 1, 2017): 717–29. http://dx.doi.org/10.1215/03335372-4184314.

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Demetriou, Cynthia. "The Attribution Theory of Learning and Advising Students on Academic Probation." NACADA Journal 31, no. 2 (September 1, 2011): 16–21. http://dx.doi.org/10.12930/0271-9517-31.2.16.

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Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student self-perceptions and academic motivation. This theory may be especially useful to advisors working with students on academic probation, and potential applications of the theory to advising students on academic probation are discussed. Suggestions for future research on student attributions and students' attempts to return to good standing are provided.

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Jayamohan, Parvathi, Alexander McKelvie, and Todd W. Moss. "Blame You, Blame Me: Exploring Attribution Differences and Impact in Family and Nonfamily Firms." Family Business Review 30, no. 3 (August 3, 2017): 284–308. http://dx.doi.org/10.1177/0894486517722887.

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We explore how publicly listed family and nonfamily firms engage in self-serving attributions in their annual financial reports. We empirically examine how both types of firms emphasize internal attributions for good firm performance (internal-positive attributions) and external attributions for poor firm performance (external-negative attributions). We find that family firms make more external-negative attributions and that the stock market reacts more negatively to external-negative attributions made by family firms. This suggests important theoretical and practical implications for attribution theory and impression management in family firm research.

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García y García, Blanca Elba. "To What Factors do University Students Attribute Their Academic Success?" Journal on Efficiency and Responsibility in Education and Science 14, no. 1 (March 31, 2021): 1–8. http://dx.doi.org/10.7160/eriesj.2021.140101.

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This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students’ grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.

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Mahboobi, Seyed Hanif, Mericcan Usta, and Saeed R. Bagheri. "Coalition Game Theory In Attribution Modeling." Journal of Advertising Research 58, no. 4 (March 15, 2018): 414–22. http://dx.doi.org/10.2501/jar-2018-014.

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Crittenden, Kathleen S., and Miles Hewstone. "Attribution Theory: Social and Functional Extensions." Contemporary Sociology 14, no. 6 (November 1985): 777. http://dx.doi.org/10.2307/2071486.

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Eflin, Juli T., and Mary E. Kite. "Teaching Scientific Reasoning through Attribution Theory." Teaching of Psychology 23, no. 2 (April 1996): 87–91. http://dx.doi.org/10.1207/s15328023top2302_3.

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A teaching activity improves students' scientific reasoning by focusing attention on the causal, explanatory nature of psychological theories, The instructor's initial lecture emphasizes the argument form called Inference to the Best Explanation (IBE). Students construct IBE arguments by sorting a series of premises and conclusions based on correspondent inference theory (Jones & Davis, 1965), Discussion of argument strength follows, using the concepts presented in the lecture. Fifty-two introductory social psychology students evaluated the activity favorably, and results of a nonequivalent control group experiment showed that participation improved their reasoning ability. Suggestions for modifying the activity for other psychology courses are provided.

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Shields, Nancy. "The Link between Student Identity, Attributions, and Self-Esteem among Adult, Returning Students." Sociological Perspectives 38, no. 2 (June 1995): 261–72. http://dx.doi.org/10.2307/1389293.

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This study investigates the relationships between causal attributions, student identity, and self-esteem among a sample of adult students who were returning to college to complete a degree after a break of at least three semesters. Leaving college was conceptualized as a “failure” in the sense that the student had failed to complete a degree when previously enrolled, and returning to school was conceptualized as an achievement event or “success” A “hedonistic bias” was found in the way students explained leaving school, that is, they denied responsibility for leaving, explaining their departures with primarily external causes. Although external causes for returning were also more numerous, there was a tendency for internal reasons to increase from the time of leaving to the time the student returned to school. The student identity was related to many aspects of self-esteem, but internal attributions were not related to self-esteem. Internal causal attributions were not related to the student identity, but “activity-oriented” attributions were related to occupational status, suggesting a connection between the occupational identity and attribution processes. The findings are discussed in the context of attribution theory and self-presentation theory.

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Journal articles on the topic 'Attribution Theory'

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