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

2003 ◽  
Vol 92 (3) ◽  
pp. 861-865 ◽  
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.

Attributional Style, Depression, and Grade Point Averages of College Students

1998 ◽  
Vol 83 (1) ◽  
pp. 159-162 ◽  
Author(s):  
Nicolina M. Fazio ◽  
Linda J. Palm
Keyword(s):  
College Students ◽  
Attributional Style ◽  
Depression Scale ◽  
Epidemiologic Studies ◽  
Grade Point Averages ◽  
Lower Grade ◽  
Grade Point ◽  
Scale Scores ◽  
Attributional Style Questionnaire ◽  
Upper Level

91 upper-level undergraduates completed the Attributional Style Questionnaire and the Center for Epidemiologic Studies Depression Scale; scores on these inventories were correlated with students' cumulative grade point averages. Students with pessimistic attributional style scores had higher depression scores than students with optimistic attributional style scores and those with higher depression scores had lower grade point averages. The need for longitudinal evaluation of changes in these associations is discussed.

scholarly journals Attributional Style and Depression in Multiple Sclerosis

2013 ◽  
Vol 15 (2) ◽  
pp. 81-89 ◽  
Author(s):  
Gray A. Vargas ◽  
Peter A. Arnett
Keyword(s):  
Multiple Sclerosis ◽  
Depressive Symptoms ◽  
General Population ◽  
Perceived Stress ◽  
Attributional Style ◽  
Learned Helplessness ◽  
Negative Events ◽  
Daily Stressors ◽  
Attributional Style Questionnaire

Several etiologic theories have been proposed to explain depression in the general population. Studying these models and modifying them for use in the multiple sclerosis (MS) population may allow us to better understand depression in MS. According to the reformulated learned helplessness (LH) theory, individuals who attribute negative events to internal, stable, and global causes are more vulnerable to depression. This study differentiated attributional style that was or was not related to MS in 52 patients with MS to test the LH theory in this population and to determine possible differences between illness-related and non-illness-related attributions. Patients were administered measures of attributional style, daily stressors, disability, and depressive symptoms. Participants were more likely to list non-MS-related than MS-related causes of negative events on the Attributional Style Questionnaire (ASQ), and more-disabled participants listed significantly more MS-related causes than did less-disabled individuals. Non-MS-related attributional style correlated with stress and depressive symptoms, but MS-related attributional style did not correlate with disability or depressive symptoms. Stress mediated the effect of non-MS-related attributional style on depressive symptoms. These results suggest that, although attributional style appears to be an important construct in MS, it does not seem to be related directly to depressive symptoms; rather, it is related to more perceived stress, which in turn is related to increased depressive symptoms.

Bright Ideas: A School-Based Program Teaching Optimistic Thinking Skills in Pre-Adolescence

1999 ◽  
Vol 9 (S1) ◽  
pp. 147-158 ◽  
Author(s):  
Cathy M. Brandon ◽  
Everarda G. Cunningham ◽  
Erica Frydenberg
Keyword(s):  
Outcome Measures ◽  
Attributional Style ◽  
Explanatory Style ◽  
Thinking Skills ◽  
Positive Thinking ◽  
School Based ◽  
Attributional Style Questionnaire ◽  
Key Factor ◽  
Pessimistic Explanatory Style

Research into the areas of depression and resilience suggests that an optimistic attributional style is a key factor in coping effectively with stressors and functioning adaptively despite adversity. This study evaluates the effectiveness of a program designed to increase positive thinking skills, through awareness and practice, to pre-adolescent children who have been identified as exhibiting a more pessimistic explanatory style. From a total of 110 Year 5 and 6 students, 38 students were selected to participate in the program because they exhibited a more pessimistic explanatory style. Program participants were administered the Children's Attributional Style Questionnaire (CASQ) at pre-, post-, and 3-month post-program. Non-program participants completed the CASQ at pre- and 3-month post- program. Results indicated that program participants significantly improved their attributional style scores post program, and that these improvements were maintained at 3-month post-program follow-up. When attributional style difference scores at pre- and 3-month post program were compared, improved scores for program participants were significantly greater than changes in attributional style scores for those students who were not in the program. Given the links between attributional style, depression, and a range of behaviours, such promising results warrant further investigation into the effects of such a program on other outcome measures. The findings provide support for the benefits to be gained by developing positive attributional style during the pre-adolescent years.

Relation of Irrational Thinking and the Pessimistic Explanatory Style

2001 ◽  
Vol 88 (2) ◽  
pp. 483-488 ◽  
Author(s):  
Daniel J. Ziegler ◽  
Janine L. Hawley
Keyword(s):  
Attributional Style ◽  
Explanatory Style ◽  
Rational Emotive Behavior Therapy ◽  
Personality Theory ◽  
Frustration Tolerance ◽  
Irrational Thinking ◽  
Attributional Style Questionnaire ◽  
Survey Of Personal Beliefs ◽  
Low Frustration Tolerance ◽  
Pessimistic Explanatory Style

This study investigated the possible relationship between Ellis's construct of irrational thinking and Seligman's construct of explanatory style, with a view toward possibly strengthening the personality theory underlying Rational Emotive Behavior Therapy in particular and cognitive-behavior therapies more generally. In this investigation 180 college students were administered the Survey of Personal Beliefs and the Attributional Style Questionnaire to measure irrational thinking and explanatory style, respectively. Students who scored higher on Pessimistic Explanatory Style also scored higher on Overall Irrational Thinking and on Low Frustration Tolerance than did those who were categorized as having an Optimistic Explanatory Style. This indicates support for Ellis's developing personality theory, especially his theoretical account of depression.

THE INFLUENCE OF PESSIMISTIC EXPLANATORY STYLE ON THE RELATION BETWEEN STRESSFUL LIFE EVENTS AND HOSPITAL DOCTORS' PSYCHOLOGICAL DISTRESS

2005 ◽  
Vol 33 (3) ◽  
pp. 259-272 ◽  
Author(s):  
Dave Clarke ◽  
Racquel Singh
Keyword(s):  
Psychological Distress ◽  
Attributional Style ◽  
Stressful Life Events ◽  
Rating Scale ◽  
Explanatory Style ◽  
General Health Questionnaire ◽  
Stressful Events ◽  
Attributional Style Questionnaire ◽  
Hospital Doctors ◽  
Pessimistic Explanatory Style

This study examined the influence of pessimistic explanatory style (PES) on the relation between stressful events and psychological distress, first as a moderator with an interaction term, and secondly as a mediator between stressful events and psychological distress. A demographic questionnaire, the General Health Questionnaire (GHQ-12; Goldberg & Williams, 1991), the Social Readjustment Rating Scale (SRRS; Holmes & Masuda, 1974), and the Attributional Style Questionnaire (ASQ; Peterson, 1995) were completed by 121 hospital doctors, 70 men and 51 women, aged 23–65 years (M = 37.2, SD = 1.2). There were no significant differences in mean GHQ psychological distress scores between groups for sex, domestic status, employment status or grade. Stressful events were positively associated with PES, and both were positively associated with psychological distress. In the absence of a significant interaction component, multiple regression analyses did not support explanatory style as a moderator, but did support it as a mediator in the relationship between stressful events and psychological distress. Findings were discussed in terms of helping doctors to alter their explanatory styles and possibly attenuate the influence of stressful events on their psychological distress.

scholarly journals STUDI DESKRIPTIF GAYA EKSPLANATORI ANAK PENDERITA LEUKEMIA

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.

scholarly journals Features of Students’ Attributional Style

2018 ◽  
Vol 50 ◽  
pp. 01017
Author(s):  
Valentina Ignatova ◽  
Larisa Baranovskaya ◽  
Mikhail Kudryavtsev ◽  
Alena Galimova ◽  
Gennady Galimov ◽  
...  
Keyword(s):  
Attributional Style ◽  
Learned Helplessness ◽  
Explanatory Style ◽  
Negative Consequences ◽  
Junior Students

Attributional style or explanatory style is a cognitive personal feature reflecting a standard specific way of explaining the reasons of events in which people are involved. This concept is key in M. Seligman’s theory of learned helplessness and depression. M. Seligman and his followers experimentally proved that the person becomes helpless in case he is convinced that nothing depends on his active actions, that evil events happen accidentally, and it is impossible to change them. The paper describes features of attributional style of junior students and provides recommendations on overcoming its negative consequences.

Explanations for Positive and Negative Events Among Heavy and Moderate College Drinkers

1989 ◽  
Vol 3 (4) ◽  
pp. 291-297
Author(s):  
Kevin J. Corcoran ◽  
Paige E. Thielbahr
Keyword(s):  
College Students ◽  
Attributional Style ◽  
Depressed Mood ◽  
Explanatory Style ◽  
Negative Events ◽  
Positive Events ◽  
Moderate Drinking ◽  
Attributional Style Questionnaire ◽  
College Drinkers ◽  
The Relationship

This study examined the relationship between explanatory style for positive and negative events in heavy- and moderate-drinking college students. Results indicate no difference between the two drinking groups in explanations for negative events; however, hearvier-drinking subjects did tend to have more global and stable explanations for positive events. In addition, those subjects attached more importance to positive events. Results are discussed in terms of the utility of such a style in avoiding depressed mood. Also discussed is the potential for changing such a belief pattern and the possible implications for the use of the Attributional Style Questionnaire with populations other than those who are depressed.

scholarly journals Evaluating Optimism: Developing Children’s Version of Optimistic Attributional Style Questionnaire

2017 ◽  
Vol 13 (2) ◽  
pp. 50-60 ◽  
Author(s):  
T.O. Gordeeva ◽  
O.A. Sychev ◽  
E.N. Osin
Keyword(s):  
Attributional Style ◽  
Explanatory Style ◽  
Well Being ◽  
Psychological Research ◽  
Psychological Well Being ◽  
School Counsellors ◽  
Confirmatory Factor ◽  
Attributional Style Questionnaire ◽  
Major Factors ◽  
Acceptable Reliability

People differ significantly in how they usually explain to themselves the reasons of events, both positive and negative, that happen in their lives. Psychological research shows that children who tend to think optimistically have certain advantages as compared to their pessimistically thinking peers: they are less likely to suffer from depression, establish more positive relationships with peers, and demonstrate higher academic achievements. This paper describes the process of creating the children’s version of the Optimistic Attributional Style Questionnaire (OASQ-C). This technique is based on the theory of learned hopelessness and optimism developed by M. Seligman, L. Abramson and J. Teas dale and is an efficient (compact) tool for measuring optimism as an explanatory style in children and adolescents (9-14 years). Confirmatory factor analysis revealed that this technique is a two-factor structure with acceptable reliability. Validity is supported by the presence of expected correlations between explanatory style and rates of psychological well-being, dispositional optimism, positive attitude to life and its aspects, depression, and academic performance. The outcomes of this technique are not affected by social desirability. The developed questionnaire may be recommended to researchers and school counsellors for evaluating optimism (optimistic thinking) as one of the major factors in psychological well-being of children; it may also be used in assessing the effectiveness of cognitive oriented training for adolescents.

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