explains how we interpret the causes of behavior. It focuses on three dimensions: , stability, and . These attributions shape our motivation and future actions in areas like academics and sports.
occurs when we believe we can't control outcomes, leading to giving up. Our - how we habitually explain events - affects our . , our belief in our abilities, strongly influences our choices, effort, and persistence in challenging situations.
Attribution Theories
Attributional Dimensions
Top images from around the web for Attributional Dimensions
Individual Components of Motivation | Organizational Behavior and Human Relations View original
Is this image relevant?
Free Attribution Theory PowerPoint Template - Free PowerPoint Templates - SlideHunter.com View original
Is this image relevant?
Learning Approaches | Introduction to Psychology – Reinke View original
Is this image relevant?
Individual Components of Motivation | Organizational Behavior and Human Relations View original
Is this image relevant?
Free Attribution Theory PowerPoint Template - Free PowerPoint Templates - SlideHunter.com View original
Is this image relevant?
1 of 3
Top images from around the web for Attributional Dimensions
Individual Components of Motivation | Organizational Behavior and Human Relations View original
Is this image relevant?
Free Attribution Theory PowerPoint Template - Free PowerPoint Templates - SlideHunter.com View original
Is this image relevant?
Learning Approaches | Introduction to Psychology – Reinke View original
Is this image relevant?
Individual Components of Motivation | Organizational Behavior and Human Relations View original
Is this image relevant?
Free Attribution Theory PowerPoint Template - Free PowerPoint Templates - SlideHunter.com View original
Is this image relevant?
1 of 3
Attribution theory explains how individuals interpret the causes of their own and others' behavior based on three main dimensions: locus of control, stability, and controllability
Locus of control refers to whether the cause of an event or behavior is perceived as internal (within the person) or external (outside the person's control)
Internal locus of control attributes success or failure to personal factors such as effort, ability, or motivation (studying hard for an exam)
External locus of control attributes outcomes to external factors like luck, task difficulty, or the actions of others (a teacher giving an unfairly difficult test)
Stability dimension describes whether the cause is seen as stable and unchanging over time or as unstable and varying
Stable attributions suggest the cause is a constant factor that will likely persist in the future (innate intelligence)
Unstable attributions indicate the cause is temporary or fluctuates (mood on a particular day)
Controllability refers to the degree to which an individual believes they can control or influence the cause of an event
Controllable attributions are causes that a person can alter or affect through their actions (choice of study strategies)
Uncontrollable attributions are causes perceived as beyond personal control or influence (a sudden illness)
Impact on Motivation and Behavior
Attributions shape expectations, emotions, and future behavior in achievement contexts like academics or sports
Students who attribute success to internal, stable, and controllable factors (ability, effort) tend to have higher motivation, persistence, and performance
Believing "I did well because I studied hard and used effective strategies" fosters pride, confidence, and continued effort
Attributing failure to internal, stable, uncontrollable causes (lack of ability) can lead to shame, low expectations, and giving up
Thinking "I failed because I'm not smart enough" undermines self-esteem and motivation to keep trying
Attributing failure to internal, unstable, controllable factors (lack of effort) is less detrimental as it suggests improvement is possible
Concluding "I didn't do well because I didn't study enough" maintains hope and encourages better effort in the future
Learned Helplessness and Explanatory Style
Learned Helplessness Theory
Learned helplessness occurs when repeated exposure to uncontrollable negative events leads to the belief that one is incapable of affecting outcomes
Experiments showed that animals and humans who experienced uncontrollable aversive stimuli often became passive and stopped trying to escape or improve their situation, even when escape later became possible
Students who repeatedly fail despite trying may conclude that academic outcomes are uncontrollable and develop learned helplessness
Helpless students tend to give up quickly, display less motivation and effort, and perform poorly, creating a self-fulfilling cycle
Learned helplessness can generalize beyond the original situation, causing pervasive motivational, cognitive, and emotional deficits
Explanatory Styles and Resiliency
Explanatory style is a person's habitual way of explaining the causes of events, especially negative ones
Optimistic explanatory style attributes failure to external, unstable, specific causes, while pessimistic style uses internal, stable, global attributions
Optimistic: "I failed the test because it was very difficult and I was tired that day" (external, unstable, specific)
Pessimistic: "I failed because I'm stupid and bad at everything" (internal, stable, global)
Optimistic explanatory style buffers against learned helplessness and promotes resilience by protecting self-esteem, maintaining hope, and limiting generalization of helplessness
Pessimistic style increases vulnerability to learned helplessness, depression, and poor achievement by undermining motivation and generalizing failure
Explanatory styles can be modified through techniques like cognitive-behavioral therapy or to promote resilience
Self-Efficacy and Mastery
Self-Efficacy Beliefs
Self-efficacy refers to an individual's belief in their capacity to execute behaviors necessary to produce specific performance attainments
Self-efficacy beliefs influence the choices people make, the effort they expend, their persistence in the face of challenges, and their emotional reactions
Students with high self-efficacy set challenging goals, apply effort and strategic thinking, persist longer, and bounce back from setbacks more readily
A student who believes "I can master this material if I use the right strategies and keep practicing" will work harder and achieve more
Low self-efficacy leads to avoidance of difficult tasks, low aspirations, weak commitment, anxiety, and self-doubt that undermine performance
A student thinking "I'll never be good at math no matter what I do" is likely to give up easily and fail to reach their potential
Mastery Experiences and Other Sources
Mastery experiences are the most powerful source of self-efficacy as they provide direct evidence of one's ability to succeed
A history of success in math tests and assignments will boost a student's confidence in their math abilities
Successes attributed to internal, stable, controllable causes (ability, effective strategies) have the greatest positive impact
Vicarious experiences (observing similar others succeed), verbal persuasion (encouragement and feedback), and physiological states (stress reactions) also shape self-efficacy
Teachers can foster self-efficacy by providing opportunities for mastery (appropriate challenges, incremental goals), modeling effective strategies, giving supportive feedback, and creating a positive emotional climate
Praising effort, persistence, and strategy use rather than innate ability promotes a and resilient self-efficacy