Children's Attributional Style Questionnaire–Revised

To investigate the possible contributions to dysphoria of interactions among attributional dimensions, 105 freshmen and sophomores were administered the Attributional Style Questionnaire and the Beck Depression Inventory. Analyses examined the relationship to dysphoria of (a) the traditional composite score; (b) multiple regression analyses including interactions among the various dimensions; and (c) indices of behavioral self-blame, characterological self-blame, and external blame. The results provided modest support for the specific hypothesized interactional model and, to a large extent, appeared to support the validity of the standard manner in which dysphoric attributional style is viewed. Refinements of the traditional model are suggested, involving the self-blame construct, the possible role of the stability dimension, and the relationship between controllability and positive event attributions.

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Expanded Attributional Style Questionnaire (EASQ)

Encyclopedia of Behavioral Medicine ◽

10.1007/978-1-4419-1005-9_100608 ◽

2013 ◽

pp. 730-730

Author(s):

Lara LaCaille ◽

Anna Maria Patino-Fernandez ◽

Jane Monaco ◽

Ding Ding ◽

C. Renn Upchurch Sweeney ◽

...

Keyword(s):

Attributional Style ◽

Attributional Style Questionnaire

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STUDI DESKRIPTIF GAYA EKSPLANATORI ANAK PENDERITA LEUKEMIA

JURNAL PSIKOLOGI INSIGHT ◽

10.17509/insight.v2i2.14156 ◽

2019 ◽

Vol 2 (2) ◽

pp. 18-26

Author(s):

Anna Maria Amanda Putri ◽

Sianiwati Sunarto Hidayat ◽

Eveline Sarintohe

Keyword(s):

Attributional Style ◽

Explanatory Style ◽

Measurement Instrument ◽

Forced Choice ◽

Sample Sizes ◽

Purposive Sampling ◽

Descriptive Research ◽

Attributional Style Questionnaire ◽

Normative Constraints

This descriptive research conducted with 25 children under purposive sampling to obtain an overview of expanatory style of children with leukemia in the Foundation "X" Bandung. Measurement instrument is a modification of the Children's Attributional Style Questionnaire (CASQ) by Seligman (1990) which consists of 48 items forced choice. Explanatory style research showed that 60% respondents have a pessimistic, and the rest have an optimistic. There is a link between children's understanding of their significant person’s explanatory style, criticism from parents or the trustees, their crisis experience, as well as the stage of suffering from leukemia with the children with leukemia’s explanatory style. This research suggested further research with more sample sizes about children’s explanatory style in order to make normative constraints, also further investigate the factors that affect explanatory style and dimensions. It is also suggested that management of the Foundation "X" to design interventions that can improve children's explanatory style.

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CULTURE MODERATES THE SELF-SERVING BIAS: ETIC AND EMIC FEATURES OF CAUSAL ATTRIBUTIONS IN INDIA AND IN CANADA

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2001.29.1.49 ◽

2001 ◽

Vol 29 (1) ◽

pp. 49-61 ◽

Cited By ~ 7

Author(s):

N. C. Higgins ◽

Gira Bhatt

Keyword(s):

Life Events ◽

Attributional Style ◽

Causal Attributions ◽

The Self ◽

Cultural Group ◽

Causal Explanations ◽

Two Cultures ◽

Attributional Style Questionnaire ◽

The Two Cultures ◽

Individualistic Culture

This study tested the hypothesis that individuals from a collectivist culture explain life events using more contextual causes than do those from an individualistic culture. Undergraduates' causal attributions about positive and negative life events were assessed in India (n = 195) and Canada (n = 162) using a revised Attributional Style Questionnaire. Analyses revealed the India participants generated more contextual causes for events, but also had a stronger self-serving bias than did the Canada participants. Further, each cultural group viewed achievement events as more controllable than interpersonal events, but the Canada sample differentiated between achievement and interpersonal events more strongly than did the India sample. The findings demonstrate that causal explanations for life events in the two cultures possess both etic (i.e., universal) and emic (i.e., culture-specific) features.

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Explanatory Style and Academic Performance among College Students Beginning a Major Course of Study

Psychological Reports ◽

10.2466/pr0.2003.92.3.861 ◽

2003 ◽

Vol 92 (3) ◽

pp. 861-865 ◽

Cited By ~ 3

Author(s):

Mary C. LaForge ◽

Stephen Cantrell

Keyword(s):

Depressive Symptoms ◽

Attributional Style ◽

Learned Helplessness ◽

Explanatory Style ◽

Grade Point Averages ◽

Cognitive Variable ◽

Grade Point ◽

Attributional Style Questionnaire ◽

Upper Level ◽

Pessimistic Explanatory Style

Explanatory style, a cognitive variable, reflects how people typically explain the causes of bad events involving themselves. Explanatory style emerged from the attributional reformulation of the learned helplessness and depression model as a way of explaining individual differences in response to uncontrollability. A central prediction of the reformulation is that people with habitual explanatory tendencies differ, and individuals with a pessimistic explanatory style will be more likely to exhibit depressive symptoms following bad events than individuals with an optimistic explanatory style. 116 upper-level undergraduates beginning a degree program at this university completed the Attributional Style Questionnaire. Scores were correlated with students' cumulative grade point averages and their total points earned in Consumer Behavior, the first course required in the Marketing major. Students with pessimistic explanatory style scores outperformed colleagues with optimistic explanatory style scores. Implications of these findings and possible explanations for why explanatory style did not correlate in the theoretically predicted way with academic achievement are considered.

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