Weiner, et al, (1971) presented a model of achievement-related behavior which outlined how causal ascriptions might mediate between stimulus conditions and achievement-oriented responses. This model assumed that individuals allocate the causes of success and failure to four elements (ability, effort, luck and task difficulty), and that each of…

This study compares the differences in causal attributions of a person experiencing success or failure in an achievement situation (the actor) and someone who read about the situation (the observer). The subjects were given sets of anagrams which varied in difficulty. The results of both studies showed that actors were relatively more likely to…

Whether there is consistency in pupils' attributions regarding their achievement outcome in two consecutive tests in (a) the same subject and (b) different subjects was explored. Results showed consistency in individuals' attributional patterns. However, consistency scores ensuing from the same achievement outcomes were greater than those from…

This report presents the results of two experimental studies undertaken to investigate some of the differences in success and failure attributions made by actors and observers in an achievement situation. Causal attributions of a person actually experiencing a success or failure (the actor) and someone who read about the situation (the observer)…

Research designed to analyze the effect of achievement motivation and gender as determinants of attributions for success and failure is described. One-hundred and twenty male and female subjects, divided according to levels of achievement motivation, were asked to do an anagram task at which they were made to succeed or fail. Ratings of ability,…

Using an open-ended questionnaire, 236 fifth- and sixth-grade pupils attributed their success or failure on a test given in their classroom to eight different causes. Results indicated that the pupils tended to attribute success mainly to external causes and failure mainly to internal causes. (JMB)

After presenting the attributional model, this paper reviews research on individual differences in beliefs about causes of success and failure. Studies illustrating differential performance on achievement-related tasks by individuals who differ in their attributions are reviewed. Causal perceptions of success and failure should be considered, in…

Performance is affected by cognitive learning skills, but also by the reasons people perceive as causes of their successes and failures. People with high achievement needs perceive their successes as caused by their own ability and effort, and their failures as caused by lack of effort. People with low achievement needs blame their failures on…

Causal attributions of a person actually experiencing a success or failure (the actor) and someone who read about the situation (the observer) were compared. Results supported Jones and Nisbett (1971). (Editor)