Attributional Style, Attributional Retraining, and Inoculation Against Motivational Deficits

Authors: Struthers C.W.¹; Perry R.P.²

Source: Social Psychology of Education, Volume 1, Number 2, 1996 , pp. 171-187(17)

Publisher: Springer

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Abstract:

College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk. Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time. Findings are discussed within Weiner's (1985, 1986) attribution theory.

Language: English

Document Type: Regular paper

Affiliations: 1: Department of Psychology, Franz Hall, 405 Hilgard Ave., The University of California Los Angeles, Los Angeles, CA 90024-1563, U.S.A. Tel: 310-825-2961; Fax: 310-206-5895 2: University of Manitoba

Publication date: 1996-01-01