Several self-report studies of mood and activity have produced evidence of culturally biased theories which people share about the relationship between affect and behavior. In these studies, biased reporting may have been increased by taking mood and activity ratings concurrently rather than employing lagged independent ratings. To identify…

A temporal theory of motivation is proposed in which causes, causal dimensions, psychological consequences (expectancy and affect), and behavioral outcomes play a role in the dynamics of action. The discussion of methodological errors in attribution research that follows examines shortcomings at each of these conceptual stages in the motivational…

Examined predictors and sequelae of homesickness in 293 boys, ages 8 to 16 years, who spent two weeks at an overnight camp. Found that the "homesick disposition" and little prior separation together accounted for 69% of the variance in self-reported homesickness. Interpersonal attitudes and perceived control predicted 70% of the variance…

Research on the attitudes of physical education students is reviewed, and psychological studies dealing with the concept of locus of control are summarized. Research is needed to clarify effective variables that will lead to the development of physically educated and physically fit individuals. (PP)

Considers the influence of noncognitive or affective factors (those which govern a person's feelings) on student learning and achievement. Reviews studies focusing on anxiety, locus of control, student age differences, and instructional style. (MB)

This article advances an attributional theory of motivation and emotion, with achievement strivings as the theoretical focus. Causes of success and failure share three common properties: locus, stability, and controllability. Stability of causes influences changes in expectancy of success. Expectancy and affect guide motivated behavior.…

A set of prevalent emotions, including pity, anger, guilt, pride (self-esteem), gratitude, and resignation, shares a common characteristic, i.e., causal attributions appear to be sufficient antecedents for their elicitation. Research in the field of emotions has shown that the underlying properties or dimensions of attributions are the significant…

This paper attempts to connect theories of learning and theories of instruction, which often originate independently from each other, into a unified theory which gives a central place to students' self-regulation and which is based on recent research on student learning. The first of four parts analyzes the cognitive, affective, and metacognitive…