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1.
Irene T. Ho 《教育心理学》2004,24(3):375-391
The present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to student effort and least to teacher factors. Chinese teachers emphasized family factors more while Australian teachers placed greater importance on ability. There was significant variation in attribution patterns for different types of problems, with effort attribution being equally and strongly emphasized across cultural contexts and behavior types. The results are interpreted in the light of how individualistic and collectivistic values influence teacher thinking, and implications for school‐based interventions for behavior problems are discussed. 相似文献
2.
The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs. 相似文献
3.
成就目标和归因方式是近来心理学领域研究的热点问题,本研究以三亚、成都和杭州三个不同城市的三所大学共240名大学生为样本进行无记名问卷调查,以探究成就目标、归因方式与大学生心理健康的关系,希望对影响大学生心理健康的个人因素有更多了解. 相似文献
4.
Two studies that examine distinct affect—attribution linkages in the context of an actual examination are reported. The results provide partial support for Weiner's model but also suggest that attributions are related to positive affect when the attributions are associated with the potential of satisfactory performance. That is, attributions generate positive affect to the extent that such attributions help ensure good performance. 相似文献
5.
It has been suggested that how one cognitively appraises his or her victimization experience will influence one's psychological adjustment. In this study, content analysis was conducted on the explanations given for their molestation by 84 female adolescent incest victims. The relationship of these explanations with measures of self-esteem and depression was examined. No relationship was found between self-esteem or depression scores and whether or not subjects found some meaning or explanation for their being molested. However, the type of attribution was related to self-esteem and depression, with subjects significantly more depressed and having lower self-esteem if they attributed the molestation as due to something about self (internal attribution) versus some reason external to self (external attribution). Subjects making internal attributions were more likely to have experienced intercourse. 相似文献
6.
The purpose of the present study was to investigate how self-concept and attributional style are related to depression in a student group. On the basis of an inventory, 166 advanced teacher students were scored on general and academic self-esteem, attribution for positive and negative events, and depression. The two self-esteem variables were found to constitute important predictors of depression, while the contributions of the attributional variables were of minor importance. In addition, pessimistic attributions to both positive and negative events resulted in higher depression than pessimistic attributions to either kind of events, and to neither kind of events. Finally, factor analysis resulted in interpretable solutions. 相似文献
7.
This study examined attachment styles and disengagement strategies used to end romantic relationships for 213 college students. The research predicted differences between attributions about the cause of the breakup and who initiated the breakup. The study also predicted differences in reports about the use of disengagement strategies, depending upon a person's attachment style and whom they attributed as the initiator of the breakup. People more frequently attributed the cause of breakups to situational factors than to the other person; and least frequently, to self. Persons who perceived they caused the breakup more frequently perceived they also initiated the breakup. Some of the hypothesized differences in reports about the use of disengagement strategies for persons with different attachment styles and different attributions of who initiated the breakup were observed for positive‐tone, behavioral de‐escalation, and negative identity management strategies. Leniency in self‐attributions was detected in higher reports of self‐use of justification strategies and lower reports of self‐use of behavioral de‐escalation. 相似文献
8.
Within the framework of attribution theory, this study reconceptualized gender orientation and androgyny. The relationships among gender measurement, androgyny, and adaptability were examined with improved measurement procedures. Socially desirable response tendencies were found for self‐attribution of femininity and androgyny but not for adaptability, nor for gender attributions or androgyny of others. A new scoring procedure producing a single continuous androgyny variable was also developed and tested. Meaningful relationships between this androgyny measure, gender orientation, and adaptability were observed. The central hypothesis tested the relationship between perceptions of stable, dispositional factors and behavioral attributions. Findings were consistent with the predictions provided by attribution theory. 相似文献
9.
Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed. 相似文献
10.
Pam Maras Mark Brosnan Nathan Faulkner Tony Montgomery Pedro Vital 《Emotional and Behavioural Difficulties》2013,18(4):281-298
Fifty‐six secondary school students with and without social emotional and behavioural difficulties (SEBDs) completed self‐report measures of their strengths and difficulties, self‐concept and social identity, cognitive attributional style and participated in computer‐based tests of risk‐taking and impulsivity. Contrary to common understanding, the students with SEBDs made realistic estimations of their difficulties and were as able to make attributions as their peers without SEBDs; though they tended to attribute negative events internally significantly more often than did students without SEBDs. No differences were found between the two groups in terms of risk‐taking as measured on a computer‐based test. Implications of these findings for identification of and working with students with SEBDs are considered. 相似文献
11.
An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties 总被引：1，自引：0，他引：1
The relationship between teacher experience, further professional development training, and beliefs and attributions about teaching students with additional learning support needs was studied in a sample of 199 mainstream general class primary school teachers. Using multiple regression, it was found that none of the teacher experience or professional training variables were significant predictors of locus of causality, stability, or controllability attributions, or of teacher self‐efficacy with students with difficulties in learning. Self‐efficacy, however, was a positive predictor of attributions, and sympathy a negative predictor. Multivariate analysis of variance found no relationship between teacher experience, further professional development training, and dependent outcome variables: self‐efficacy with learning difficulties, coping with learning difficulties, interactions with people with disabilities, or general optimism. Implications for continued professional development are discussed. 相似文献
12.
Carolina Gonzálvez Ricardo Sanmartín María Vicent Cándido J. Inglés M. Pilar Aparicio‐Flores José M. García‐Fernández 《Psychology in the schools》2018,55(4):366-376
The aim of this research is twofold: to analyze the mean differences scores in mathematic self‐attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale‐Revised were administered to 1078 Spanish students (50.8% boys) aged between 8 and 11 years (M = 9.63; SD = 1.12). School refusers based on negative affect or anxiety attributed their failures more to the lack of capacity and effort, whereas students searching for tangible reinforcements outside of the school were more likely to attribute their successes to capacity. In turn, academic attributions acted as both positive and negative predictors of high‐school refusal. Results are discussed considering more adaptive attributional styles. 相似文献
13.
Social cognition in parents: inferential and affective reactions to children of three age levels 总被引：3，自引：0，他引：3
The present research proposes and tests an attributional model of parent cognition. Derived from correspondent inference theory, the model emphasizes that parents assess children's behavior primarily by determining whether that behavior reflects children's intentions and dispositions or, instead, constraints on children's control of behavior from situational pressures or developmental limitations in knowledge and ability. In 2 studies, support was obtained for 4 predictions. First, findings show that parents' assessments of children's behavior are closely tied to the developmental level of the child. As children developed, parents thought children's behavior was increasingly caused by personality dispositions and was increasingly intentional, under the child's control, and, for misconduct, understood to be wrong. Second, parents' affective reactions to misconduct were related to their assessments of its cause and, third, became increasingly negative as children developed. Positive affect, in contrast, was unrelated to attributions for children's positive behavior. Fourth, parents' assessments of children's behavior were affected by the behavior's desirability. Parents thought children's altruism was more intentional, dispositional, and under the child's control than children's misconduct. Implications for how parents assess and react to children's behavior are discussed. 相似文献
14.
Li‐Ning Huang 《Communication quarterly》2013,61(2):230-243
A survey using a convenience sample of undergraduate students was conducted to investigate the relationships between family communication patterns and a set of personality characteristics, including self‐esteem, self‐disclosure, self‐monitoring, desirability of control, social desirability, shyness, and sociability. Results showed that individuals from conversation‐oriented families exhibited greater degrees of self‐disclosure, desire for control, self‐esteem, and sociability, whereas those from conformity‐oriented families were more likely to be self‐monitoring and shy and hold lower self‐esteem. Implications of these results are also addressed. 相似文献
15.
Ling-Yi Zhou 《Educational gerontology》2013,39(10):811-831
A total of 227 college students from Joliet, Illinois in the USA and Shanghai in the People's Republic of China (PRC) answered open-ended questions on their perception of being old. Topics also included participant's knowledge about older adults' regular activities, social policies and benefits for senior citizens, the happiest and the most fearful things to older adults, and the things about older adults that they were able to understand the best or the least. More negative ideas of aging and older adults were observed in the PRC data than in the USA data. The USA students' responses displayed individualistic characteristics, whereas the PRC students' answers exhibited collectivistic interconnectedness. These findings gave support to the revised modernization theory and fit well into the theoretical framework of individualistic and collectivistic cultures. 相似文献
16.
Children's use of personality attributions to predict other people's emotional and behavioral reactions 总被引：7，自引：0，他引：7
This study examines children's abilities to take other people's personality traits into account when predicting their future emotional and behavioral reactions to events. Kindergarten, second-grade, fourth-grade, and college students listened to a series of stories. Each story described 3 examples of a child's past behavior from which a personality trait could be inferred. Subjects were asked to predict and explain the story character's behavioral or emotional reaction to a new event. Their responses were compared to those of subjects who were not given any information about the protagonist's past behavior, and to those of subjects who received prompts. There was an increase with age in the use of personality attributions to predict and explain future reactions. Subjects were more influenced by the trait information when predicting behavior than when predicting emotion. Understanding emotion may be more difficult in that it requires a conceptualization of personality traits as implying thoughts and feelings, as well as behavioral dispositions. 相似文献
17.
Adolescents' social judgments and emotion attributions about exclusion in three contexts, nationality, gender, and personality, were measured in a sample of 12- and 15-year-old Swiss and non-Swiss adolescents (N = 247). Overall, adolescents judged exclusion based on nationality as less acceptable than exclusion based on gender or personality. Non-Swiss participants, however, who reflected newly immigrated children to Switzerland, viewed exclusion based on nationality as more wrong than did Swiss participants and attributed more positive emotions to the excluder than did Swiss participants. Girls viewed exclusion in nationality and personality contexts as less legitimate than did boys, and they attributed less positive emotions to excluder target in the nationality context than did boys. The findings extend existing research on exclusion by focusing on both emotion attributions as well as judgments and by investigating exclusion in a sample that included a recent immigrant group. 相似文献
18.
Frank Merritt 《Communication quarterly》2013,61(1):20-23
This study investigates the role of self‐disclosure and reciprocity in simulated interactions between friends and acquaintances. Subjects made evaluations and attributions of a second speaker when he reciprocated or failed to reciprocate intimacy levels of an acquaintance or a friend. Results indicate that evaluations of communicative competence are related to reciprocity, while evaluations of personality traits are not. Evaluations of predictability and attributions of trust are related to the speaker's level of intimacy. Attributions of typical disclosure behavior are affected by both the relationship and the speaker's level of intimacy. These results indicate that norms regulating self‐disclosure per se may be more salient than the general norm of reciprocity. 相似文献
19.
Tamera B. Murdock Annes S. Beauchamp Amber M. Hinton 《European Journal of Psychology of Education - EJPE》2008,23(4):477-492
The frequency of cheating in today’s classrooms undermines educators’ efforts and threatens students’ learning. Data from
444 high school students in 48 math and science classrooms at two time points were analyzed to examine the classroom and individual
influences on students’ attributions of blame for cheating and to examine the relationship between students’ attributions
of blame for cheating and subsequent cheating behavior. Hierarchical linear modeling revealed that student-level and aggregate
views of teacher characteristics were related to concurrent and subsequent attribution of cheating blame to teachers and to
subsequent cheating behaviors, over and above the influence of moral emotion dispositions. 相似文献
20.
This study focused on hurtful messages daughters-in-law (DILs, N = 132) reported receiving from mothers-in-law (MILs). Results reveal various hurtful message types: under- and overinvolvement, personal attacks, and hurt communicated to or through a third party. Grounded in attribution theory, we examined DILs’ attributions for MILs’ hurtful messages and their perceived agreement with their husbands’ reasoning for the message. Our findings illuminate distress-maintaining and relationship-enhancing attribution biases for MILs’ behaviors, such that DILs who were less satisfied with their MILs tended to make more internal attributions for MIL hurtful behaviors, and more satisfied DILs tended to make more external attributions. The degree to which a DIL believed she and her husband interpreted his mother’s behavior similarly was also important and positively predicted marital satisfaction. Findings addto the growing portrait of in-law communication, offering directions for hurtful messages and attribution theorizing in the in-law context. 相似文献