This study examined the effects of performance patterns and attributional information regarding performance causes on attributions and task persistence in fourth and fifth graders who tended to minimize effort as a cause of school performance. Performance patterns did not influence attributions or persistence. Effort feedback influenced…

Two experiments attempted to directly assess the impact of self-other perspective on success and failure attributions for a variety of achievement-related situations. (Author/RK)

Attribution interviews were conducted with 30 mothers who had disagreed with their child's teacher regarding the cause of a school-related problem and with 30 teachers who had similar disagreements with a parent. Parents tended to hold teachers responsible for problems and teachers assigned most responsibility to parent-home factors. (Author/RL)

Learning-disabled (N=48) and nonlearning-disabled (N=48) fourth- and fifth-grade boys were given a task and told they had either succeeded or failed. Results indicated that learning-disabled subjects showed greater persistence, attributed outcomes to external factors, and did not exhibit lower performance expectations nor show greater expectancy…

The importance of several causes of examination outcomes prior to and after taking a course exam were rated by undergraduate freshmen and advanced psychology students serving as proctors. Freshmen rated proctor characteristics as more important than their own as determinants of exam outcomes. Positivity, rather than egotism, biases were operative.…

Results of two studies of teachers' attributions for school problems indicate that teachers hold student factors more responsible for classroom problems than teacher factors, and that teachers' attributions vary for learning v behavior problems. The second study also indicates that students perceived as lacking motivation were criticized more…

Forth-two elementary school children (Grades 2, 3, and 4) were tutored on a one-to-one basis by junior high volunteers (Grades 6, 7, and 8) for 12 weeks. Prior to the start of the tutoring program and following an experimental tutoring session in which tutee performance and feedback were manipulated, both the elementary and secondary students…

This study investigated effects of preperformance information on actual classroom teacher's expectations and attributions for a hypothetical male student. Teachers were found to have higher expectations for students with ascending performance patterns, and for students labeled learning disabled rather than mildly retarded. (Author/LMO)

Cross-age tutors and tutees (n=122 children) felt that tutorial learning was most dependent on effort rather than ability factors and attributed positive learning consequences to their tutoring partner, but negative learning consequences to themselves. (Author/RL)

The effects of actor identity on achievement attributions for success and failure were investigated. Subjects filled out a locus of control scale either for themselves, a neutral other, a liked other, or a disliked other. Within each actor identity variation, the scale items were either (1) unchanged from the original version or specified as (2)…

Sixty-eight teachers and 62 school psychologists from California and Tennessee were compared on attributions of behavioral and characterological blame to individuals involved in a hypothetical case of father-daughter incest. A child-victim responded in an encouraging, passive, or resistant manner to her father's sexual advances, and Attitudes…