Narrow Specificity of Pessimistic Attribution Style and other Attribution Styles in Clinically Diagnosed Anxiety Disorders: A Systematic Review

Objective: Research has established that cognitive vulnerability has a role in mood disorder. Researchers have taken a keen interest in exploring the role of pessimistic attribution style (PAS) found in depression, expecting that it can also explain comorbid disorders to depression. The objectives of this systematic review are to explore the narrow specificity of PAS, and to search for other attribution style, if any, in anxiety disorders. Method: PubMed, Research4Life and APA PsycArticles® databases were searched for relevant articles recorded up to May 18, 2021. All published empirical articles, systematic review or meta-analysis, which included at least any of the anxiety disorders diagnosed using Diagnostic and Statistical Manual (DSM, APA) or International Classification of Disease (ICD, WHO) in the context of attribution bias, were included. Title, abstract and methodology of the publications were screened for potential selection. Risk of bias in the reviewed articles was assessed using the GRADE system. Result: Total 628 records were screened, out of which 19 were found eligible for inclusion. Result suggests narrow specificity of PAS has limited evidence and studies lack a rigorous methodology to establish it. Conclusion: There is indication that various attribution biases can be present in different anxiety disorders including those reported in depression.

ATTRIBUTION STYLES AS CORRELATES OF TECHNICAL DRAWING TASK-PERSISTENCE AND TECHNICAL COLLEGE STUDENTS’ PERFORMANCE

Technical drawing is a means of communicating between the designer and the manufacturers to bring ideas into reality by means of drafting. This study investigated attribution styles as collates of students’ technical drawing task-persistence and academic performance using correlational research design. The population for this study consisted of 864 students of year II and the sample study comprised of 150 (93 males and 57 females) randomly selected from six technical colleges in Edo State, Nigeria. Three instruments, Academic Performance Attribution Style Questionnaire (APASQ), Technical Drawing Task-persistent Rating Scale (TDTPRS); and Technical Drawing Performance Test (TDPT) were developed and used for data collection. Cronbach Alpha reliability method was used to determine the reliability of the instruments and the results were obtained: SAASQ = .87; TDTPRS=.79; AND TDAT=.85. The findings of the study revealed that the technical drawing task-persistence of students was positively correlated by functional attribution style; and was negatively correlated by dysfunctional attribution style; functional attribution style positively correlated academic performance of students. Based on the findings of the study, it was recommended among others that technical drawing teachers should model and teach the students the right attribution style that will enhance their learning of technical drawing.

Relevant Conditions for Teachers’ Use of Student Feedback

Based on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.

Estilos de atribución causal. Importancia para la investigación e intervención profesional en la etapa adolescente/Causal Attribution Styles. Importance for Research and Professional Intervention During Adolescence

<p><strong>Español</strong></p><p>Se describe el recorrido histórico que ha llevado a lo largo del tiempo la teoría de los estilos de atribución causal hasta llegar al punto que aquí se presenta. Se establecen cercanías y relaciones con otras teorías y paradigmas propios de la Psicología con el fin de ubicarla en este marco general y reconocer en él los particulares aportes que de ella se desprenden. Para ello, se reporta una serie de resultados de investigaciones realizadas donde se muestra no solo la validez de sus constructos, sino también su relación con diversas conductas, actitudes y patologías indagadas. Se discute, además, la importancia de contar con una teoría de este tipo para examinar y, sobre todo, apoyar la intervención psicológica, tanto clínica como social, en la población adolescente.</p><p><strong>English</strong></p><p>In this report, we describe the historical path that led over time to the present day theory of Causal Attribution Styles. Some similarities and relationships with other theories and paradigms in Psychology are established, in order to acknowledge the place of Causal Attribution Styles in this general framework and identify private contributions. We also discuss the importance of having such a theory to do research and, above all, support intervention in Clinical and Social Psychology, during adolescence. To do this, a number of research fi ndings are reported where they show the validity of their constructs, when they are correlated with other theories, as well as their relationship to various behaviors, attitudes and pathologies of various groups, including adolescent populations.</p>

Celebrity and Anonymity

This chapter argues that the discourses, understandings, and practices surrounding the attribution of literary works changed significantly during the Romantic period. It examines the wide range of attribution styles that were available in the period, including the use of initials, phrases such as ‘by a Lady’, invented names such as Malachi Malagrowther (Walter Scott), and the formula ‘by the author of’. Drawing on a quantitative analysis of the bibliographical record, it shows how the popularity of anonymous publication shifted during the period in different ways for novels and poetry volumes. These changes were bound up with the emergence of modern celebrity culture. The chapter suggests that celebrity, anonymity, and pseudonymity were not opposed to one another, but were complexly intertwined, so that anonymity could be a form of celebrity and (paradoxically) celebrity could be a form of anonymity.

Effect of teaching of self-regulated learning strategies on attribution styles in students

Introducción. Hoy en día, la autoregulación del aprendizaje se ha convertido en un importante foco de investigación y un gran número de estudios se han centrado en la autorregulación, el rendimiento escolar y la motivación de aprender, pero pocas investigaciones se han hecho en el campo de la autorregulado, apoyadas en variables atribuciones. Esta investigación se ha realizado con el objetivo general de probar el mefctode la enseñanza del aprendizaje autorregulado y estrategias en los estilos de atribución de los estudiantes.Método. En este estudio experimental, el tamaño de la muestra estuvo constituida por 30 estudiantes, 15 por cada uno de los grupos experimental y control, y un grupo aleatorio de múltiples etapas método de muestreo se utilizó en el segundo grado chico de secundaria de las zonas heptagonal de la Oficina de Educación, en la ciudad de Mashhad. En un primer momento, se aplicó, como un pre-test, los cuestionarios de los estilos de (MSLQ), en ambos grupos. Después de ello, sólo el grupo experimental recibió la enseñanza en estrategias de aprendizaje autorregulado durante 18 sesiones de una hora. Después de la enseñanza, se utilizó un post-test, con los cuestionarios antes mencionados, en los dos grupos. Los datos recogidos fueron analizados mediante el programa SPSS software y se realizaron diferencias de T-test independiente de entre los valores medios.Resultados. Los resultados mostraron que hubo una diferencia significativa entre las medias de los estilos de atribuciónción a los acontecimientos negativos, la dimensión atribución interna de los acontecimientos positivos en los grupos experimental y control.Por lo tanto, la formación de estrategias de aprendizaje autorregulado produjo una disminución en los estilos de atribución pesimista, y un aumento de la dimensión atribución interna en los estudiantes.Discusión y Conclusiones. De acuerdo con los resultados, la enseñanza de estrategias de aprendizaje autorregulado teiene un efecto significativo en la modificación de las atribuciones especialmente en las atribuciones negativas. La modificación de los estilos de atribución pesimista tiene una importancia fundamental en la salud mental. Por lo tanto, para la promoción de las estrategias de salud mental, se recomienda para enseñar estrategias de aprendizaje autorregulado para los estudiantes en las escuelas.

The Effects of Attribution Style and Stakeholder Role on Blame for the Deepwater Horizon Oil Spill

We extend attribution and stakeholder theory in the context of crisis reputation management by examining differences in stakeholder perceptions in the form of organization-related blame. We presented eight stakeholder groups with factual information surrounding the Deepwater Horizon Oil Spill and asked them to indicate the extent to which they blamed the leaders and organizations associated with the event. Stakeholders also completed a survey assessing their attribution styles. Results indicated that perceptions of blame were affected by the interaction of stakeholder role (i.e., active vs. passive) with attribution style (i.e., optimistic vs. pessimistic). Our results suggest that organizational leaders’ understanding of their stakeholders may be an important aspect in managing stakeholders’ sensemaking during crises.