Causal Attribution and Affective Response as Mediated by Task Performance and Self-Acceptance

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1555-1562 ◽  
Author(s):  
Thomas D. Green ◽  
Roger C. Bailey ◽  
Otto Zinser ◽  
Dale E. Williams
Keyword(s):  
Task Performance ◽  
Causal Attribution ◽  
Affective Response ◽  
Self Esteem ◽  
Affective Responses ◽  
Partial Support ◽  
Cognitive Consistency ◽  
Consistency Theory ◽  
Performance Analyses ◽  
Self Acceptance

Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.

ATHLETES' ATTRIBUTIONS FOR TEAM PERFORMANCE: A THEORETICAL TEST ACROSS SPORTS AND GENDERS

2004 ◽  
Vol 32 (2) ◽  
pp. 199-206 ◽  
Author(s):  
Thomas D. Green ◽  
Steven Holeman
Keyword(s):  
Team Performance ◽  
Strong Support ◽  
Self Esteem ◽  
Football Players ◽  
Partial Support ◽  
Basketball Players ◽  
Men And Women ◽  
Cognitive Consistency ◽  
Consistency Theory ◽  
Theoretical Test

This study investigated reasons that men and women college athletes gave for their teams' performances. Different predictions drawn from ego-serving bias theory (Miller & Ross, 1975), self-esteem theory (Dittes, 1959; Jones, 1973), and cognitive consistency theory (Festinger, 1957; Heider, 1958) were tested. Across three studies, men and women basketball players, and men football players responded to a measure of self-esteem and an attribution measure of internality/externality following team wins and losses. Results across the studies provided strong support for ego-serving bias theory. However, gender differences were observed in that the ego-serving tendency to internalize wins to a greater extent than losses was not significantly present for women basketball players as compared to men basketball and football players. Additionally, results provided partial support for cognitive consistency theory, while failing to support self-esteem theory.

Cognitive Consistency Theory in Social Psychology: A Paradigm Reconsidered

2017 ◽  
Author(s):  
Arie W. Kruglanski ◽  
Katarzyna Jasko ◽  
Maxim Milyavsky ◽  
Marina Chernikova ◽  
David Webber ◽  
...  
Keyword(s):  
Social Psychology ◽  
Negative Affect ◽  
Affective Responses ◽  
Cognitive Consistency ◽  
Consistency Theory ◽  
Motivational Aspect ◽  
Human Need ◽  
The 1950S ◽  
Epistemic Aspect

From the 1950s onward, psychologists have generally assumed that people possess a general need for cognitive consistency whose frustration by an inconsistency elicits negative affect. We offer a novel perspective on this issue by introducing the distinction between epistemic and motivational impact of consistent and inconsistent cognitions. The epistemic aspect is represented by the updated expectancy of the outcome addressed in such cognitions. The motivational aspect stems from value (desirability) of that outcome. We show that neither the outcome’s value nor its updated expectancy are systematically related to cognitive consistency or inconsistency. Consequently, we question consistency’s role in the driving of affective responses, and the related presumption of a universal human need for cognitive consistency.

A Cognitive Consistency Approach to Job Satisfaction

1974 ◽  
Vol 35 (1) ◽  
pp. 239-245 ◽  
Author(s):  
Christopher Orpen
Keyword(s):  
Job Satisfaction ◽  
South African ◽  
Self Esteem ◽  
The Self ◽  
Factory Workers ◽  
Perceived Need ◽  
Cognitive Consistency ◽  
Negative Results

Korman's (1970) argument that self-esteem moderates the relationships between job satisfaction and perceived need-fulfilment and between job satisfaction and the extent to which one's job meets with group approval was tested with 120 Coloured South African factory workers who were given the Porter need-fulfilment questionnaire, 2 measures of job satisfaction, and 3 measures of self-esteem, and for whom a measure of the extent to which their jobs were found desirable by others was available. The correlations between job satisfaction and need-fulfilment and between job satisfaction and group approval did not differ significantly between Ss who obtained high and low scores on each of the self-esteem measures. The negative results are explained in terms of weaknesses in the balance and dissonance models from which Korman's argument is derived.

Mindfulness, Self-Esteem, and Unconditional Self-Acceptance

2007 ◽  
Vol 26 (2) ◽  
pp. 119-126 ◽  
Author(s):  
Brian L. Thompson ◽  
Jennifer A. Waltz
Keyword(s):  
Self Esteem ◽  
Self Acceptance

scholarly journals Musical Features and Affective Responses to Personalized Playlists in People With Probable Dementia

2018 ◽  
Vol 34 (4) ◽  
pp. 247-253 ◽  
Author(s):  
Sandra Garrido ◽  
Catherine J. Stevens ◽  
Esther Chang ◽  
Laura Dunne ◽  
Janette Perz
Keyword(s):  
Galvanic Skin Response ◽  
Affective Response ◽  
Aged Care ◽  
Affective Responses ◽  
Factorial Experiment ◽  
Slow Mode ◽  
Affective Outcome ◽  
People With Dementia ◽  
Skin Response ◽  
Depressor Anguli Oris

Objectives: Personalized music playlists are increasingly being utilized in aged care settings. This study aims to investigate how musical features influence the affective response to music of people with probable dementia. Methods: A factorial experiment (2 × 2 × 3) was conducted to investigate the influence of tempo (fast, slow), mode (major, minor), and lyrics (none, negative, positive). Ninety-nine people with probable dementia were randomly assigned to 3 conditions, listening to 3 personalized playlists. Galvanic skin response and activation of facial action units were measured. Results: Music with fast tempos increased arousal and reduced enjoyment. Music in minor keys increased activation of the depressor anguli oris, suggesting increased sadness. Lyrics had no significant effect on response. Discussion: The findings demonstrate that both tempo and mode influenced the response of the listener. As well as accounting for personal preferences, music for people with dementia should be carefully targeted toward the affective outcome desired.

scholarly journals Characteristics of self-perception and meaningfulness of life of professionally determined students

2019 ◽  
Vol 70 ◽  
pp. 08034
Author(s):  
Liubov Ryumshina
Keyword(s):  
Professional Identity ◽  
Self Esteem ◽  
The Self ◽  
Positive Perception ◽  
Self Perception ◽  
Self Actualization ◽  
Self Acceptance ◽  
The Individual

Professional identity is the embodiment of life’s meanings and values of the individual. Its fulfillment rests in its basis on the person’s perception of oneself and attitude toward oneself. Even choosing a certain profession and studying it, the students still have a choice of further professional identity. In consideration of the foregoing,the purpose of the work is to study the characteristics of self-perception and meaningful orientations of professionally determined students. Methodological tools of the study were Maslow’s self-actualization scales, a test of meaningful orientations, a questionnaire aimed at identifying professionally determined and not determined students. 96 students took part in the study. The results showed that professionally determined students have a tendency to a fairly high general meaningfulness of life. They feel that they can manage their own lives and have a sufficient level of responsibility. The self-esteem of the professionally determined students is related to the positive perception of their life in each of its periods. In general, professionally determined students have many characteristics similar to professionally not determined students, but they also have specific features. They are manifested in the interconnection between meaningful orientations, self-esteem and self-acceptance of professionally determined and not determined students.

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