First and second graders were exposed to a memory task in which their recall performance varied as a function of their incidentally elicited sorting behavior. When asked what had affected their recall, only some children at each grade identified sorting as a causal factor. Causal attributions predicted use of sorting strategy in a standard…

Thirty-seven counselor education graduate students were asked to assign validity ratings to seven possible explanations of what determines behavior. The students assigned high validity ratings to an "interaction" explanation for behavior. Further, they attributed their own behavior to external causes and the behavior of others to internal causes.…

The paper reviews research on the effects of motivation on performance of learning disabled children and presents a treatment approach (attribution retraining) designed to help children link their difficulties to factors under their own control. (CL)

Investigates the severity of the sanctions group members (N=72) recommend in judging socially proscribed acts. Results showed that the greater the seriousness and attribution of personal responsibility, the more severe the sanctions. Status failed to reveal a mediating influence in the judgmental process. (LLL)

Concludes that the processes involved in gathering information can of themselves affect some of the assessments that journalists make of their sources. (FL)

Examined managers' perceptions of subordinates' performance, causes (attributions) of subordinates' performance, and the leader behaviors they employed toward subordinates from the standpoint of cross-situational consistency versus cross-situational specificity. Empirical results for 377 Navy managers provided strong support for cross-situational…

The article offers suggestions for dealing with learning disabled children's apparent lack of achievement motivation, which may be a lack of belief that their actions affect academic and nonacademic achievement. Suggestions include establishing appropriate standards, focusing on effort rather than outcome, and promoting self-acceptance of credit…

The recent application of Weiner's attribution theory to the career exploration and planning process has resulted in a series of investigations designed to assist college students to develop an optimistic attributional style for career decision making. This paper undertakes a comprehensive review of three attributional retraining investigations…

Examined the effects of performance cues on descriptions of leader behavior. Results demonstrated that performance cues directly affected subject descriptions of leader initiating structure and consideration. Subject involvement directly affected only subject ratings of consideration. Performance data was a more salient cue for uninvolved…

Explored methodological limitations confronted by researchers who test theoretical statements using suicide data generated by public officials. Data pertaining to socioeconomic characteristics, religious preference, and factors influencing behavior are reported. The social worth criterion of the victim may influence the recording of suicide data.…

Examined whether sex-role stereotypes would affect nurses' (N=32) attitudes toward simulations of male and female patients. Emotional style and patients' diagnosis were manipulated. Results showed significant sex-role differences and stereotypical attitudes. Male patients were rated more positively, and were more likely to possess traditional male…

Examines whether parents of children ages 5 through 13 are able to recognize the impact various socialization techniques have on their own child's interpretations of prosocial behavior. Additionally investigates parents' beliefs about causal attributions made by their children. (MP)

Seventy-five students projected their feelings in eight typical achievement situations. Each student described affective responses to one situation, varying in achievement outcome, task importance, and effort. The 2 x 2 x 2 analysis of variance for affective component scores indicated that perceptions of success/failure accounted for most of the…

Twenty-nine third and fourth grade learning disabled children's attributions for success and failure were examined. Results indicated that Ss did not always interpret successes as reflecting something positive about themselves. Nor did they view failure as something that could be overcome with effort. (Author/CL)