Effects of Mother Presence and Absence on LD Children's and Their Mothers' Causal Attributions for Performance Outcomes

1989 ◽  
Vol 12 (3) ◽  
pp. 199-207 ◽  
Author(s):  
Myron H. Dembo ◽  
Wendy Vaughn
Keyword(s):  
Similar Pattern ◽  
Differential Effect ◽  
Task Difficulty ◽  
Causal Attributions ◽  
Performance Outcomes ◽  
Maternal Involvement ◽  
Future Performance ◽  
Significant Performance ◽  
Presence And Absence ◽  
Failure Conditions

The purpose of this investigation was to determine whether mother presence and absence have a differential effect on children's and mothers' attributional responses for performance outcomes. It was hypothesized that children whose mothers were present to observe them perform a task would rate their effort and ability higher under success and lower under failure conditions. It also was expected that mothers' attributional ratings would follow a similar pattern for ability and effort attributions as well as ratings of their children's future performance. Forty male children in grades 3 and 4 and their mothers participated in the investigation. The data indicated a significant performance-(success and failure)-by-maternal-involvement (presence and absence) interaction for children's attributional ratings of effort, task difficulty, and luck and for mothers' attributional ratings of their children's effort, task difficulty, and future performance.

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.

Explanations for Successful and Unsuccessful Marketing Decisions: The Decision Maker's Perspective

1992 ◽  
Vol 56 (2) ◽  
pp. 18-31 ◽  
Author(s):  
Mary T. Curren ◽  
Valerie S. Folkes ◽  
Joel H. Steckel
Keyword(s):  
Causal Attributions ◽  
Decision Makers ◽  
Simulation Game ◽  
Research Setting ◽  
Future Performance ◽  
Marketing Decision ◽  
Marketing Planning ◽  
Attributional Processes

The authors investigate the attributional processes involved in marketing planning. Using MARKSTRAT, a marketing simulation game, as a research setting, they find that decision makers are likely to have self-serving biases in their causal attributions for performance. The attributions are related to marketing decision makers’ intrinsic incentives to succeed, expectations of future performance, and planning behavior.

Congruence of Causal Attributions for School Performance Given by Children and Mothers

1989 ◽  
Vol 64 (2) ◽  
pp. 359-363 ◽  
Author(s):  
Hirotsugu Yamauchi
Keyword(s):  
School Performance ◽  
Task Difficulty ◽  
Causal Attributions ◽  
Causal Attribution ◽  
Poor Performance ◽  
The Other ◽  
Seventh Grade ◽  
Response Options ◽  
Good School ◽  
Poor School

The purpose of this study was to compare the attributions of children with mothers' attributions and children's predictions of their mothers' attributions for children's school performances. Subjects were 76 boys and 94 girls in seventh grade and their mothers. The questionnaire was composed of 8 items and each item had 4 response options to evaluate factors of ability, effort, task difficulty, or luck. Four items were related to good school performance and the other four to poor performance. Children and mothers attributed both good and poor school performances to effort. Several tendencies of children's causal attribution were congruent with the tendencies in children's predictions of their mothers' attributions but were not related to mothers' actual attributions.

Vain or able? Strong inference and the efficacy debate

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shelby John Solomon ◽  
John Harrison Batcherlor
Keyword(s):  
Control Theory ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Performance Outcomes ◽  
Team Leaders ◽  
Past Performance ◽  
Content Type ◽  
Future Performance ◽  
Level Performance

Purpose This study aims to address the efficacy debate by exploring the nature of how prior team level performance affects future performance. That is, the purpose of this study is to understand whether or not the boost of efficacy associated with success leads to overconfidence that harms performance or to motivation that enhances performance. Design/methodology/approach This study used a quantitative approach to test competing hypotheses derived from both social cognitive theory and control theory. Specifically, the study made use of archival National Football League data, containing 5,120 longitudinal team level observations. This paper uses multi-level modeling to analyze how prior team level performance affected future performance episodes. Findings The findings of this study suggest that prior success leads to overconfidence which ultimately harms future team performance. Therefore, the findings support control theory in favor of the social cognitive theory. However, this study finds that the detrimental effects of overconfidence could be offset by monitoring and work breaks. Research limitations/implications Due to the nature of the archival data source, it was not possible to directly measure efficacy. Thus, efficacy is inferred based on past performance outcomes. Practical implications This study suggests that it is important for managers and team leaders to pay careful attention to their team after successful performances. Specifically, team leaders may want to monitor their members or give them a break after successful performance episodes to avoid the negative effects of overconfidence. Originality/value This paper provides a direct test of the efficacy debate at the team level.

Precompetitive State Anxiety, Objective and Subjective Performance, and Causal Attributions in Competitive Swimmers

2007 ◽  
Vol 19 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Remco Polman ◽  
Naomi Rowcliffe ◽  
Erika Borkoles ◽  
Andrew Levy
Keyword(s):  
Attributional Style ◽  
State Anxiety ◽  
Causal Attributions ◽  
Swimming Performance ◽  
Performance Outcomes ◽  
Cognitive State ◽  
Self Confidence ◽  
Somatic State ◽  
The Relationship ◽  
Competitive Swimmers

This study investigated the nature of the relationship between precompetitive state anxiety (CSAI-2C), subjective (race position) and objective (satisfaction) performance outcomes, and self-rated causal attributions (CDS-IIC) for performance in competitive child swimmers. Race position, subjective satisfaction, self-confidence, and, to a lesser extent, cognitive state anxiety (but not somatic state anxiety) were associated with the attributions provided by the children for their swimming performance. The study partially supported the self-serving bias hypothesis; winners used the ego-enhancing attributional strategy, but the losers did not use an ego-protecting attributional style. Age but not gender appeared to influence the attributions provided in achievement situations.

Individual Differences in Professional Teachers' Attributions for Children's Performance Outcomes

1980 ◽  
Vol 46 (3_suppl) ◽  
pp. 1159-1163 ◽  
Author(s):  
Walter J. Rejeski ◽  
William McCook
Keyword(s):  
Elementary School Teachers ◽  
Task Difficulty ◽  
Causal Attribution ◽  
Causal Explanation ◽  
Performance Outcomes ◽  
School Teachers ◽  
Difference Measure ◽  
Achievement Outcomes ◽  
And Performance ◽  
Individual Difference Measure

This study examined whether professional teachers' attributions for the achievement outcomes of high- and low-expectancy children were mediated by an individual difference measure known as the Personal-Environmental Causal Attribution Scale. 40 elementary school teachers completed a questionnaire in which both students' ability and performance outcomes were manipulated variables. Teachers identified as Environmental on the attribution scale were predisposed to employ task difficulty as a causal explanation for children's failure. Results were discussed in relation to the “Pygmalion effect.”

Effects of Failure Experiences on Configural Properties of the Aspiration Level Concept

1975 ◽  
Vol 37 (2) ◽  
pp. 371-377 ◽  
Author(s):  
Mark R. Wiederanders
Keyword(s):  
Performance Feedback ◽  
Aspiration Level ◽  
Usual Practice ◽  
Cluster Analyses ◽  
Future Performance ◽  
Different Dimensions ◽  
Dimensional Complexity ◽  
Failure Conditions ◽  
The Relationship

To explore further possible multidimensionality of the aspiration level concept and to test the relationship between increased threat during performance experiences and degree of dimensional complexity, subjects responded to 9 definitions of aspiration during pre-task and post-failure conditions. Cluster analyses indicated that not only were more dimensions of aspiration utilized, but dimensions were also more independent, during post-failure conditions of assessment. Content of the different dimensions suggested that aspirations set after failure serve qualitatively different functions than those stated under less intense conditions. Also, while the aspiration component made up of calculated, realistic estimates of performance was very stable across conditions, hopeful and futuristic pretentions interacted complexly with performance feedback to produce less stable components. It was concluded that further empirical attention to these latter components might be more productive, in terms of adding to aspiration level theory, than the usual practice of assessing only realistic estimates of future performance.

scholarly journals Selectivity in social and asocial learning: investigating the prevalence, effect and development of young children's learning preferences

2016 ◽  
Vol 371 (1690) ◽  
pp. 20150189 ◽  
Author(s):  
Emma Flynn ◽  
Cameron Turner ◽  
Luc-Alain Giraldeau
Keyword(s):  
Social Learning ◽  
Experimental Design ◽  
Task Difficulty ◽  
Learning Strategy ◽  
Significant Proportion ◽  
Performance Outcomes ◽  
Learning Preferences ◽  
Developmental Trajectory ◽  
Relative Difficulty ◽  
Quasi Experimental

Culture evolution requires both modification and faithful replication of behaviour, thus it is essential to understand how individuals choose between social and asocial learning. In a quasi-experimental design, 3- and 5-year-olds (176), and adults (52) were presented individually with two novel artificial fruits, and told of the apparatus' relative difficulty (easy versus hard). Participants were asked if they wanted to attempt the task themselves or watch an experimenter attempt it first; and then had their preference either met or violated. A significant proportion of children and adults (74%) chose to learn socially. For children, this request was efficient, as observing a demonstration made them significantly quicker at the task than learning asocially. However, for 5-year-olds, children who selected asocial learning were also found to be highly efficient at the task, showing that by 5 years children are selective in choosing a learning strategy that is effective for them. Adults further evidenced this trend, and also showed selectivity based on task difficulty. This is the first study to examine the rates, performance outcomes and developmental trajectory of preferences in asocial and social learning, ultimately informing our understanding of innovation.

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.

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