Weiner's allegations of errors in testing his theory (presumed detrimental effects of investigating a restricted range of variables, use of expectancy changes as a mediating variable, and presumed inappropriateness of classroom performance as a dependent variable) are evaluated. Disconfirmation of Weiner's predictions occurs irrespective of…

Shame is a global emotion that shares an ability-linked component (humiliation) and an effort-linked component (guilt). Effort was found to increase humiliation via inability ascriptions because a combination of high effort and failure implies low ability. Conversely, high effort was found to decrease the guilt component of shame. (Author/DWH)

The authors contend failure to confirm Weiner's theory is a result of shortcomings inherent in his model. They argue that cognitive theory has been properly represented and tested, and that the study of achievement behavior is enhanced by the addition of motivational, noncognitive assumptions to their theories. (Author/DWH)

This rejoinder to Brown and Weiner (TM 509 074) attempts to resolve areas of apparent conflict and to offer a broad synthesis around the self-worth theory of achievement motivation. The different yet compatible aspects of attribution and self-worth theories in regards to achievement effort are discussed. (BS)

Do success-oriented and failure-avoidant students differ in their performance because of differential attributions? Path analysis, which permits the evaluation of causal assumptions in well-specified theories, was employed to test the adequacy of the causal linkages in the attributional model of achievement behavior. Thus, although differences in…

Under a mastery learning system students can take successive parallel tests with study interspersed between tests until they demonstrate a minimal level of competency. For most students, such procedures increase final performance, yet some may experience repeated subjective failure. Self-worth theory predicts that repeated failure in the face of…

Undergraduates rated their affective reactions to hypothetical test performances under four success conditions. Then, in the role of teachers, they administered rewards to hypothetical students under identical conditions. Both positive self-evaluation and teacher praise were greatest when success followed effort. Perceptions of ability also…