By Bernard Weiner
For many years i've got had the gnawing wish to exhibit the extensive motivational sig nificance of the attributional perception that i've got espoused and to offer totally the argument that this framework has earned a rightful position along different major theories of motivation. additionally, fresh investigations have yielded insights into the attributional determinants of have an effect on, therefore offering the impetus to embark upon a close dialogue of emotion and to clarify the relation among emotion and motivation from an attributional standpoint. The presentation of a unified concept of motivation and emotion is the aim of this booklet. My extra particular goals within the chapters to keep on with are to: 1) define the elemental princi ples that i feel represent an sufficient conception of motivation; 2) show what I understand to be the conceptual contributions of the point of view encouraged through my col leagues and me; three) Summarize the empirical kin, succeed in a few definitive con clusions, and indicate the extra equivocal empirical institutions in line with hypotheses derived from our specific attribution conception; and four) make clear questions which were raised approximately this perception and supply new fabric for nonetheless additional scrutiny. In so doing, the construction blocks (if any) laid down by means of the attributional con ception might be without problems pointed out and unknown juries of current and destiny friends can then larger confirm the worth of this clinical product.
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Extra info for An Attributional Theory of Motivation and Emotion
Thus, Weiner et a1. (1971) were more guilty Other Other Teachers Teachers College students Cooper & Burger (1980) Burger, Cooper, & Good (1982) Anderson (1983a) Willson & Palmer (1983) Bar-Tal, Goldberg, & Knaani (1984) Other First- through fifth -graders Frieze & Snyder (1980) Self Self College students Seventh-graders Other Self College students Elig & Frieze (1979) Academic test Hypothetical academic test, art project, sports, and game School performance of students School performance of students Variety of hypothetical situations School exam Anagrams Hypothetical school and game performance Self and other Task Perspective College students Subjects Frieze (1976) Experiment Table 2-2.
That is, it was contended that causal thoughts were elicited by the procedure rather than emitted by the subjects. The investigators were accused of not addressing the issue of whether individuals engage in spontaneous attributional activities. As Smith and Miller (1983) clarified: "The skeptic will agree that perceivers produce attributional inferences on request ... and yet deny that this ability is of much importance or is used frequently in the ordinary course of things" (p. 492). Documentation of spontaneous attributional activity is a very difficult task.
Over all the investigations, however, the perceived causes of success at achievement-related activities overlap; they are ability, immediate and long-term effort, task characteristics, intrinsic motivation, teacher's competence, mood, and luck. Thus, Weiner et a1. (1971) were more guilty Other Other Teachers Teachers College students Cooper & Burger (1980) Burger, Cooper, & Good (1982) Anderson (1983a) Willson & Palmer (1983) Bar-Tal, Goldberg, & Knaani (1984) Other First- through fifth -graders Frieze & Snyder (1980) Self Self College students Seventh-graders Other Self College students Elig & Frieze (1979) Academic test Hypothetical academic test, art project, sports, and game School performance of students School performance of students Variety of hypothetical situations School exam Anagrams Hypothetical school and game performance Self and other Task Perspective College students Subjects Frieze (1976) Experiment Table 2-2.
An Attributional Theory of Motivation and Emotion by Bernard Weiner