Causal Attributions in Sport: Some Theoretical Implications

1979 ◽  
Vol 1 (3) ◽  
pp. 203-211 ◽  
Author(s):  
Glyn C. Roberts ◽  
Debbie Pascuzzi
Keyword(s):  
Locus Of Control ◽  
Task Difficulty ◽  
Causal Attributions ◽  
Careful Analysis ◽  
Behavior Model ◽  
Male And Female ◽  
Dimensional Properties ◽  
Per Se ◽  
Achievement Behavior ◽  
And Task

Previous sport attribution studies have generally asked subjects to make attributions for outcomes to the four elements of ability, effort, luck, and task difficulty. These studies have assumed that these elements are the most important causes of outcomes. The present study tested this assumption. An open-ended questionnaire was given to 349 male and female subjects to determine the causal elements used in sport situations. Results showed that the four traditional elements of ability, effort, luck, and task difficulty were used 45% of the time. However, the theory advocated by Weiner (1974) is based on the dimensions of locus of control and stability, and not on the elements per se. When the responses of subjects were content analyzed for dimensional properties, it was concluded that 100% of the responses could be placed within the four cells of the Weiner model. These results support the applicability of the Weiner achievement behavior model to sport environments, but only when careful analysis of causal attributions is made to determine their dimensional relevance. The evidence suggests that situationally relevant elements be included in addition to the traditional elements of ability, effort, luck, and task difficulty.

Interaction of Locus of Control, Skill vs Chance Instructions, and Task Difficulty

1977 ◽  
Vol 40 (3_suppl) ◽  
pp. 1059-1069
Author(s):  
Jerry L. Hart ◽  
J. Wesley Libb
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Task Difficulty ◽  
First Response ◽  
Dependent Variables ◽  
To Receive ◽  
And Task

Previous studies on locus of control and instructions have been interpreted to support the position of either a social learning theory or an anxiety. 144 college students were separated into locus of control categories based on scores on Rotter's I-E Scale and randomly assigned to receive skill or chance instructions and one of three anagram tasks of varying levels of difficulty. Primary dependent variables were number of correct anagrams and latency to the first response. The ratio of typical shifts to the total number of shifts in expectancy of success served as a third dependent variable. A check on the credibility of the instructions was also performed. The results of the moderate task showed that internals given chance instructions responded faster and solved more anagrams correctly than when given skill instructions. When the credibility of instructions was taken into account, significant differences between the groups were found for only those who did not believe the instructions. Assessment of credibility of instructions provided valuable clarification since disbelief of instructions may account for the results found in earlier research as well.

The Effects of Locus of Control and Task Difficulty on Procrastination

1999 ◽  
Vol 160 (4) ◽  
pp. 436-442 ◽  
Author(s):  
Tracy Janssen ◽  
John S. Carton
Keyword(s):  
Locus Of Control ◽  
Task Difficulty ◽  
And Task

LD and Normal Adolescents' Causal Attributions of Success and Failure at Different Levels of Task Difficulty

1983 ◽  
Vol 6 (1) ◽  
pp. 31-39 ◽  
Author(s):  
David Allen Aponik ◽  
Myron H. Dembo
Keyword(s):  
Locus Of Control ◽  
Task Difficulty ◽  
Causal Attributions ◽  
Learning Disabled ◽  
Performance Outcomes ◽  
Significant Determinant ◽  
Disabled Students ◽  
Normal Adolescents ◽  
Different Levels

The purpose of this study was to investigate learning disabled and normal adolescents' causal attributions of success and failure performances on various levels of task difficulty (easy, moderate, difficult). The results indicated that the students' perceptions of the task difficulty levels was a significant determinant of the two groups' differing causal attributions; locus of control was inadequate for explaining the differences in attribution ascribed by the two groups. In many respects, the learning disabled students' causal ascriptions for performance outcomes were similar to those of students classified as failure oriented.

scholarly journals ATTRIBUTIONS ON THE PERFORMANCE OF THE NATIONAL QUALIFYING EXAMINATION FOR SCHOOL HEADS: AN EXPLORATORY STUDY

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriel Galleposo
Keyword(s):  
Locus Of Control ◽  
Task Difficulty ◽  
Physical State ◽  
Group Discussion ◽  
Management Training ◽  
Congressional District ◽  
Analytical Skills ◽  
Control Factors ◽  
School Heads ◽  
And Task

There is a very limited number of studies on why majority of school heads who took the National Qualifying Examination for School Heads (NQESH) failed, thus the necessity  to conduct this study.  It explored the factors that influenced the ratings of NQESH through exploratory sequential mixed methods involving 102 school heads in the 1st Congressional District of Zamboanga Sibugay.  The qualitative data gathered from 10 respondents through face-to-face interview and focus group discussion  arrived at the factors that affected NQESH performance, namely: luck, ability, strong desire, physical state, task difficulty, emotional state, mental state, and effort.  The quantitative data  gathered from 92 respondents through a researcher-made survey instrument  were subjected to Pearson Coefficient of Correlation, t-test and stepwise regression.  It is   concluded that the internal locus of control factors such as ability, effort, physical state, and NCBS-SH domains along with the external locus of control factors such as luck, and task difficulty, wield a significant influence in the NQESH performance.  Educational attainment, level of management training attended, and marital status were also  differentiating factors in  NQESH performance.  Based on the regression analyses results, NCBS-SH, management training, ability, and task difficulty are good predictors of NQESH performance.  NCBS-SH competencies can improve and enhance school management ability.  Dynamic professional development and more developed critical and analytical skills are definitely needed to pass the NQESH.

Learning Disabled Children's Attributions for Success and Failure

1980 ◽  
Vol 3 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Ruth Pearl ◽  
Tanis Bryan ◽  
Mavis Donahue
Keyword(s):  
Locus Of Control ◽  
Internal Control ◽  
Task Difficulty ◽  
Learning Disabled ◽  
Eighth Grade ◽  
Disabled Children ◽  
Social Situations ◽  
Achievement Behavior ◽  
Children's Beliefs ◽  
And Control

These studies examined underachieving and control children's beliefs about the causes of their successes and failures. In Study 1, third- through eighth-grade children were administered a scale measuring locus of control in achievement situations. Results indicated that underachieving children had weaker feelings of internal control over success than the control children. In Study 2, first- through eighth-grade children rated the importance of ability, effort, task difficulty, and luck for success and failure in reading, on puzzles, and in social situations. The children's ratings indicated that underachievers believed lack of effort played less of a role in their failures than did control children. The results are discussed in terms of their implications for the achievement behavior of learning disabled children.

Locus of Control, Task Difficulty, and Their Interaction with Employees' Attitudes

1994 ◽  
Vol 75 (2) ◽  
pp. 971-978 ◽  
Author(s):  
Ferdinand A. Gul ◽  
Judy Tsui ◽  
Lokman Mia
Keyword(s):  
Locus Of Control ◽  
Analysis Of Variance ◽  
Task Difficulty ◽  
Middle Level ◽  
Control Task ◽  
Personality Variable ◽  
Large Company ◽  
Situational Variable ◽  
And Task

Using 64 middle-level managers of a large company as subjects, this study investigated the interacting effects on employees' attitudes of locus of control, a personality variable, and task difficulty, a situational variable. The results of a 2 × 2 analysis of variance provided evidence to support the notion that locus of control interacted with task difficulty to affect employees' attitudes.

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