Continuing motivation has been defined as an individual's willingness to return to a task or task area at a subsequent time, in similar or varying circumstances, without visible external pressure to do so, and when other behavior alternatives are available. In the current study, path models from Weiner's theory of motivation were developed to…

This article describes three dimensions of attribution (locus of causality, stability, and controllability) and discusses the importance, with regard to athletic performance, of assigning appropriate attributions to success or failure. Guidelines are provided to help students and athletes choose appropriate attributions. (IAH)

This study analyzed college students' use of motivational strategies in academic contexts. Participants included 11 male and 26 female undergraduate students enrolled in psychology courses at an urban university, who completed the Motivated Strategies for Learning Questionnaire. Analysis focused primarily on responses to the following sample…

Bernard Weiner and other motivation researchers have explored what happens to students when they try to explain why they succeed or fail. Causal attributions directly affect motivation and make the difference between helpless and mastery-oriented students. Suggestions are offered to educators to help change the attributions of helpless students…

Attributions for school success and failure were examined among 112 Native American and 99 Anglo students at a large, urban multi-campus community college system in the Southwest, by using the Multidimensional-Multiattributional Causality Scale. All subjects were in remedial reading classes; 48% were male and 52% were female. Mean age was 24.1,…