Coded the explanations given by violent offenders (N=44) for locus of attribution and excuse versus justification; and examined the explanations for their relationship to situational variables. Results supported the value, interest and replicability of research on common sense explanations in prison settings. (LLL)

In recent research the assessment of worry and emotionality as separate components of test anxiety has become a salient point. Because of theoretical advances in this field it seems to be necessary to include both aspects in the measures that are used to assess test anxiety. Some literature on this distinction is available, but no longitudinal…

Investigated the allocation of positive and negative outcomes of joint work. College students (N=94) allocated gain or loss based on information about their own and partner's ability and effort and differences in performance. Allocations to discount differences in contributions were based on differences in ability rather than effort. (RC)

Reports on a study which investigated the utility of an American self-report measure used to assess masculine and feminine qualities of West German high school and university students. Compares results with data from studies of United States sample populations. (MK)

This article on the research and educational implications of self-concept discusses definitions, methods, theoretical orientations, developmental conditions, correlates, changes and changeability, and pedagogical consequences of self-concept. (PN)

The hypothesis that there would be less self-attribution of responsibility for the positive joint outcome in dyads of high attraction was confirmed in this study. (Author)

Investigates intergroup bias in achievement attributions in a sample of 15-year-old German and Turkish pupils in the Federal Republic of Germany. Found that ingroup attribution bias was limited rather than ubiquitous. Discusses the inventive nature of student explanations for ability-linked performance and the motivational consequences of causal…

Characteristics of the situation in which a fear-arousing communication is received affect the effectiveness of the communication. The influence of situational factors affecting a recipient's interpretation of the arousal induced by communication were investigated with smokers (N=37) who were exposed to a fear-arousing anti-smoking movie. Prior to…

Studies perceptions of causal attributions pertinent to success and failure in two social class groups from Belgium, West Germany, India, South Korea, and England. Found high agreement among the two social classes as well as among four of the nations, but Indians rated all causes as more external, variable, and uncontrollable. (FMW)

In studies examining the influence of recall on judgments, social psychologists have generally concentrated on the content of recalled material rather than on the process of recall. To investigate the impact of recalled behaviors (content) and the ease with which these behaviors came to mind (process) on assessment of one's own assertiveness, 158…

Cooper and Baron's conclusions (EJ 174 719) that teachers' performance expectations were more potent predictors of their reinforcement behavior in class than were their attributions of responsibility is criticized on the basis of methodological flaws in the study. Evidence associations between teachers' attributions of responsibility and their…

The objective of this study was to empirically validate West Germans' classifications of 11 attributions according to dimensions of locus, stability, controllability, predictability, and globality. The West German sample was then compared to an American sample. It is believed that West Germans and Americans develop different beliefs about the…

The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were observed in German and American children. Ninety-one American and 102 German fourth graders participated. After pretest assessment, children in the experimental conditions were trained to use a cluster rehearsal strategy on a Sort…

Teachers' reported instruction of strategies and metacognitive knowledge in the classroom, and their attributional beliefs about the reasons underlying children's academic successes/failures were studied, using 59 teachers from West Germany and 43 teachers from the United States. A 7-item questionnaire was administered. Implications for…