CINXE.COM

<!DOCTYPE html> <html lang="en" xmlns:fb="http://www.facebook.com/2008/fbml" class="wf-loading"> <head prefix="og: https://ogp.me/ns# fb: https://ogp.me/ns/fb# academia: https://ogp.me/ns/fb/academia#"> <meta charset="utf-8"> <meta name=viewport content="width=device-width, initial-scale=1"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <title>Bernard Weiner | University of California, Los Angeles - Academia.edu</title>  <link href="//a.academia-assets.com/images/favicons/favicon-production.ico" rel="shortcut icon" type="image/vnd.microsoft.icon"> <link rel="apple-touch-icon" sizes="57x57" href="//a.academia-assets.com/images/favicons/apple-touch-icon-57x57.png"> <link rel="apple-touch-icon" sizes="60x60" href="//a.academia-assets.com/images/favicons/apple-touch-icon-60x60.png"> <link rel="apple-touch-icon" sizes="72x72" href="//a.academia-assets.com/images/favicons/apple-touch-icon-72x72.png"> <link rel="apple-touch-icon" sizes="76x76" href="//a.academia-assets.com/images/favicons/apple-touch-icon-76x76.png"> <link rel="apple-touch-icon" sizes="114x114" href="//a.academia-assets.com/images/favicons/apple-touch-icon-114x114.png"> <link rel="apple-touch-icon" sizes="120x120" href="//a.academia-assets.com/images/favicons/apple-touch-icon-120x120.png"> <link rel="apple-touch-icon" sizes="144x144" href="//a.academia-assets.com/images/favicons/apple-touch-icon-144x144.png"> <link rel="apple-touch-icon" sizes="152x152" href="//a.academia-assets.com/images/favicons/apple-touch-icon-152x152.png"> <link rel="apple-touch-icon" sizes="180x180" href="//a.academia-assets.com/images/favicons/apple-touch-icon-180x180.png"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-32x32.png" sizes="32x32"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-194x194.png" sizes="194x194"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-96x96.png" sizes="96x96"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/android-chrome-192x192.png" sizes="192x192"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-16x16.png" sizes="16x16"> <link rel="manifest" href="//a.academia-assets.com/images/favicons/manifest.json"> <meta name="msapplication-TileColor" content="#2b5797"> <meta name="msapplication-TileImage" content="//a.academia-assets.com/images/favicons/mstile-144x144.png"> <meta name="theme-color" content="#ffffff"> <script> window.performance && window.performance.measure && window.performance.measure("Time To First Byte", "requestStart", "responseStart"); </script> <script> (function() { if (!window.URLSearchParams || !window.history || !window.history.replaceState) { return; } var searchParams = new URLSearchParams(window.location.search); var paramsToDelete = [ 'fs', 'sm', 'swp', 'iid', 'nbs', 'rcc', // related content category 'rcpos', // related content carousel position 'rcpg', // related carousel page 'rchid', // related content hit id 'f_ri', // research interest id, for SEO tracking 'f_fri', // featured research interest, for SEO tracking (param key without value) 'f_rid', // from research interest directory for SEO tracking 'f_loswp', // from research interest pills on LOSWP sidebar for SEO tracking 'rhid', // referrring hit id ]; if (paramsToDelete.every((key) => searchParams.get(key) === null)) { return; } paramsToDelete.forEach((key) => { searchParams.delete(key); }); var cleanUrl = new URL(window.location.href); cleanUrl.search = searchParams.toString(); history.replaceState({}, document.title, cleanUrl); })(); </script> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "profiles/works", 'action': "summary", 'controller_action': 'profiles/works#summary', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script type="text/javascript"> window.sendUserTiming = function(timingName) { if (!(window.performance && window.performance.measure)) return; var entries = window.performance.getEntriesByName(timingName, "measure"); if (entries.length !== 1) return; var timingValue = Math.round(entries[0].duration); gtag('event', 'timing_complete', { name: timingName, value: timingValue, event_category: 'User-centric', }); }; window.sendUserTiming("Time To First Byte"); </script> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="hpdnK2Es-VhaMO0nvPFaPbd63Ymgso5dPC6w6WypSkmcM4nTbMpt9fJHmwyMRFpWaFhdojad7X1Af2FDmIvW1g" /> <link rel="stylesheet" href="//a.academia-assets.com/assets/wow-3d36c19b4875b226bfed0fcba1dcea3f2fe61148383d97c0465c016b8c969290.css" media="all" /><link rel="stylesheet" href="//a.academia-assets.com/assets/social/home-79e78ce59bef0a338eb6540ec3d93b4a7952115b56c57f1760943128f4544d42.css" media="all" /><link rel="stylesheet" href="//a.academia-assets.com/assets/single_work_page/figure_carousel-2004283e0948681916eefa74772df54f56cb5c7413d82b160212231c2f474bb3.css" media="all" /><script type="application/ld+json">{"@context":"https://schema.org","@type":"ProfilePage","mainEntity":{"@context":"https://schema.org","@type":"Person","name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner","image":"https://0.academia-photos.com/34438703/18241573/18216710/s200_bernard.weiner.jpg","sameAs":[]},"dateCreated":"2015-09-01T09:47:43-07:00","dateModified":"2020-03-19T10:15:14-07:00","name":"Bernard Weiner","description":"UCLA professor specializing in motivation, emotion, responsibility, and attribution theory","image":"https://0.academia-photos.com/34438703/18241573/18216710/s200_bernard.weiner.jpg","thumbnailUrl":"https://0.academia-photos.com/34438703/18241573/18216710/s65_bernard.weiner.jpg","primaryImageOfPage":{"@type":"ImageObject","url":"https://0.academia-photos.com/34438703/18241573/18216710/s200_bernard.weiner.jpg","width":200},"sameAs":[],"relatedLink":"https://www.academia.edu/34495797/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_REPRESSION_1"}</script><link rel="stylesheet" href="//a.academia-assets.com/assets/design_system/heading-95367dc03b794f6737f30123738a886cf53b7a65cdef98a922a98591d60063e3.css" media="all" /><link rel="stylesheet" href="//a.academia-assets.com/assets/design_system/button-8c9ae4b5c8a2531640c354d92a1f3579c8ff103277ef74913e34c8a76d4e6c00.css" media="all" /><link rel="stylesheet" href="//a.academia-assets.com/assets/design_system/body-170d1319f0e354621e81ca17054bb147da2856ec0702fe440a99af314a6338c5.css" media="all" /><style type="text/css">@media(max-width: 567px){:root{--token-mode: Parity;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: #082f75;--button-primary-icon-inverse: #0645b1;--button-primary-fill-inverse-hover: #cddaef;--button-primary-stroke-inverse-pressed: #0645b1;--button-secondary-stroke-inactive: #b1b1ba;--button-secondary-fill: #eef2f9;--button-secondary-text: #082f75;--button-secondary-fill-press: #cddaef;--button-secondary-fill-inactive: #ebebee;--button-secondary-stroke: #cddaef;--button-secondary-stroke-hover: #386ac1;--button-secondary-stroke-press: #0645b1;--button-secondary-text-inactive: #b1b1ba;--button-secondary-icon: #082f75;--button-secondary-fill-hover: #e6ecf7;--button-secondary-stroke-inverse: #ffffff;--button-secondary-fill-inverse: rgba(255, 255, 255, 0);--button-secondary-icon-inverse: #ffffff;--button-secondary-icon-hover: #082f75;--button-secondary-icon-press: #082f75;--button-secondary-text-inverse: #ffffff;--button-secondary-text-hover: #082f75;--button-secondary-text-press: #082f75;--button-secondary-fill-inverse-hover: #043059;--button-xs-stroke: #141413;--button-xs-stroke-hover: #0c3b8d;--button-xs-stroke-press: #082f75;--button-xs-stroke-inactive: #ebebee;--button-xs-text: #141413;--button-xs-text-hover: #0c3b8d;--button-xs-text-press: #082f75;--button-xs-text-inactive: #91919e;--button-xs-icon: #141413;--button-xs-icon-hover: #0c3b8d;--button-xs-icon-press: #082f75;--button-xs-icon-inactive: #91919e;--button-xs-fill: #ffffff;--button-xs-fill-hover: #f4f7fc;--button-xs-fill-press: #eef2f9;--buttons-button-text-inactive: #91919e;--buttons-button-focus: #0645b1;--buttons-button-icon-inactive: #91919e;--buttons-small-buttons-corner-radius: 8px;--buttons-small-buttons-l-r-padding: 12px;--buttons-small-buttons-height: 44px;--buttons-small-buttons-gap: 8px;--buttons-small-buttons-icon-only-width: 44px;--buttons-small-buttons-icon-size: 20px;--buttons-small-buttons-stroke-default: 1px;--buttons-small-buttons-stroke-thick: 2px;--buttons-large-buttons-l-r-padding: 20px;--buttons-large-buttons-height: 54px;--buttons-large-buttons-icon-only-width: 54px;--buttons-large-buttons-icon-size: 20px;--buttons-large-buttons-gap: 8px;--buttons-large-buttons-corner-radius: 8px;--buttons-large-buttons-stroke-default: 1px;--buttons-large-buttons-stroke-thick: 2px;--buttons-extra-small-buttons-l-r-padding: 8px;--buttons-extra-small-buttons-height: 32px;--buttons-extra-small-buttons-icon-size: 16px;--buttons-extra-small-buttons-gap: 4px;--buttons-extra-small-buttons-corner-radius: 8px;--buttons-stroke-default: 1px;--buttons-stroke-thick: 2px;--background-beige: #f9f7f4;--error-light: #fff2f2;--text-placeholder: #6d6d7d;--stroke-dark: #141413;--stroke-light: #dddde2;--stroke-medium: #535366;--accent-green: #ccffd4;--accent-turquoise: #ccf7ff;--accent-yellow: #f7ffcc;--accent-peach: #ffd4cc;--accent-violet: #f7ccff;--accent-purple: #f4f7fc;--text-primary: #141413;--secondary-brand: #141413;--text-hover: #0c3b8d;--text-white: #ffffff;--text-link: #0645b1;--text-press: #082f75;--success-light: #f0f8f1;--background-light-blue: #eef2f9;--background-white: #ffffff;--premium-dark: #877440;--premium-light: #f9f6ed;--stroke-white: #ffffff;--inactive-content: #b1b1ba;--annotate-light: #a35dff;--annotate-dark: #824acc;--grid: #eef2f9;--inactive-stroke: #ebebee;--shadow: rgba(34, 34, 51, 0.25);--text-inactive: #6d6d7d;--text-error: #b60000;--stroke-error: #b60000;--background-error: #fff2f2;--background-black: #141413;--icon-default: #141413;--icon-blue: #0645b1;--background-grey: #dddde2;--icon-grey: #b1b1ba;--text-focus: #082f75;--brand-colors-neutral-black: #141413;--brand-colors-neutral-900: #535366;--brand-colors-neutral-800: #6d6d7d;--brand-colors-neutral-700: #91919e;--brand-colors-neutral-600: #b1b1ba;--brand-colors-neutral-500: #c8c8cf;--brand-colors-neutral-400: #dddde2;--brand-colors-neutral-300: #ebebee;--brand-colors-neutral-200: #f8f8fb;--brand-colors-neutral-100: #fafafa;--brand-colors-neutral-white: #ffffff;--brand-colors-blue-900: #043059;--brand-colors-blue-800: #082f75;--brand-colors-blue-700: #0c3b8d;--brand-colors-blue-600: #0645b1;--brand-colors-blue-500: #386ac1;--brand-colors-blue-400: #cddaef;--brand-colors-blue-300: #e6ecf7;--brand-colors-blue-200: #eef2f9;--brand-colors-blue-100: #f4f7fc;--brand-colors-gold-500: #877440;--brand-colors-gold-400: #e9e3d4;--brand-colors-gold-300: #f2efe8;--brand-colors-gold-200: #f9f6ed;--brand-colors-gold-100: #f9f7f4;--brand-colors-error-900: #920000;--brand-colors-error-500: #b60000;--brand-colors-success-900: #035c0f;--brand-colors-green: #ccffd4;--brand-colors-turquoise: #ccf7ff;--brand-colors-yellow: #f7ffcc;--brand-colors-peach: #ffd4cc;--brand-colors-violet: #f7ccff;--brand-colors-error-100: #fff2f2;--brand-colors-success-500: #05b01c;--brand-colors-success-100: #f0f8f1;--text-secondary: #535366;--icon-white: #ffffff;--background-beige-darker: #f2efe8;--icon-dark-grey: #535366;--type-font-family-sans-serif: Roboto;--type-font-family-serif: Georgia;--type-font-family-mono: IBM Plex Mono;--type-weights-300: 300;--type-weights-400: 400;--type-weights-500: 500;--type-weights-700: 700;--type-sizes-12: 12px;--type-sizes-14: 14px;--type-sizes-16: 16px;--type-sizes-18: 18px;--type-sizes-20: 20px;--type-sizes-22: 22px;--type-sizes-24: 24px;--type-sizes-28: 28px;--type-sizes-30: 30px;--type-sizes-32: 32px;--type-sizes-40: 40px;--type-sizes-42: 42px;--type-sizes-48-2: 48px;--type-line-heights-16: 16px;--type-line-heights-20: 20px;--type-line-heights-23: 23px;--type-line-heights-24: 24px;--type-line-heights-25: 25px;--type-line-heights-26: 26px;--type-line-heights-29: 29px;--type-line-heights-30: 30px;--type-line-heights-32: 32px;--type-line-heights-34: 34px;--type-line-heights-35: 35px;--type-line-heights-36: 36px;--type-line-heights-38: 38px;--type-line-heights-40: 40px;--type-line-heights-46: 46px;--type-line-heights-48: 48px;--type-line-heights-52: 52px;--type-line-heights-58: 58px;--type-line-heights-68: 68px;--type-line-heights-74: 74px;--type-line-heights-82: 82px;--type-paragraph-spacings-0: 0px;--type-paragraph-spacings-4: 4px;--type-paragraph-spacings-8: 8px;--type-paragraph-spacings-16: 16px;--type-sans-serif-xl-font-weight: 400;--type-sans-serif-xl-size: 32px;--type-sans-serif-xl-line-height: 46px;--type-sans-serif-xl-paragraph-spacing: 16px;--type-sans-serif-lg-font-weight: 400;--type-sans-serif-lg-size: 30px;--type-sans-serif-lg-line-height: 36px;--type-sans-serif-lg-paragraph-spacing: 16px;--type-sans-serif-md-font-weight: 400;--type-sans-serif-md-line-height: 30px;--type-sans-serif-md-paragraph-spacing: 16px;--type-sans-serif-md-size: 24px;--type-sans-serif-xs-font-weight: 700;--type-sans-serif-xs-line-height: 24px;--type-sans-serif-xs-paragraph-spacing: 0px;--type-sans-serif-xs-size: 18px;--type-sans-serif-sm-font-weight: 400;--type-sans-serif-sm-line-height: 32px;--type-sans-serif-sm-paragraph-spacing: 16px;--type-sans-serif-sm-size: 20px;--type-body-xl-font-weight: 400;--type-body-xl-size: 24px;--type-body-xl-line-height: 36px;--type-body-xl-paragraph-spacing: 0px;--type-body-sm-font-weight: 400;--type-body-sm-size: 14px;--type-body-sm-line-height: 20px;--type-body-sm-paragraph-spacing: 8px;--type-body-xs-font-weight: 400;--type-body-xs-size: 12px;--type-body-xs-line-height: 16px;--type-body-xs-paragraph-spacing: 0px;--type-body-md-font-weight: 400;--type-body-md-size: 16px;--type-body-md-line-height: 20px;--type-body-md-paragraph-spacing: 4px;--type-body-lg-font-weight: 400;--type-body-lg-size: 20px;--type-body-lg-line-height: 26px;--type-body-lg-paragraph-spacing: 16px;--type-body-lg-medium-font-weight: 500;--type-body-lg-medium-size: 20px;--type-body-lg-medium-line-height: 32px;--type-body-lg-medium-paragraph-spacing: 16px;--type-body-md-medium-font-weight: 500;--type-body-md-medium-size: 16px;--type-body-md-medium-line-height: 20px;--type-body-md-medium-paragraph-spacing: 4px;--type-body-sm-bold-font-weight: 700;--type-body-sm-bold-size: 14px;--type-body-sm-bold-line-height: 20px;--type-body-sm-bold-paragraph-spacing: 8px;--type-body-sm-medium-font-weight: 500;--type-body-sm-medium-size: 14px;--type-body-sm-medium-line-height: 20px;--type-body-sm-medium-paragraph-spacing: 8px;--type-serif-md-font-weight: 400;--type-serif-md-size: 32px;--type-serif-md-paragraph-spacing: 0px;--type-serif-md-line-height: 40px;--type-serif-sm-font-weight: 400;--type-serif-sm-size: 24px;--type-serif-sm-paragraph-spacing: 0px;--type-serif-sm-line-height: 26px;--type-serif-lg-font-weight: 400;--type-serif-lg-size: 48px;--type-serif-lg-paragraph-spacing: 0px;--type-serif-lg-line-height: 52px;--type-serif-xs-font-weight: 400;--type-serif-xs-size: 18px;--type-serif-xs-line-height: 24px;--type-serif-xs-paragraph-spacing: 0px;--type-serif-xl-font-weight: 400;--type-serif-xl-size: 48px;--type-serif-xl-paragraph-spacing: 0px;--type-serif-xl-line-height: 58px;--type-mono-md-font-weight: 400;--type-mono-md-size: 22px;--type-mono-md-line-height: 24px;--type-mono-md-paragraph-spacing: 0px;--type-mono-lg-font-weight: 400;--type-mono-lg-size: 40px;--type-mono-lg-line-height: 40px;--type-mono-lg-paragraph-spacing: 0px;--type-mono-sm-font-weight: 400;--type-mono-sm-size: 14px;--type-mono-sm-line-height: 24px;--type-mono-sm-paragraph-spacing: 0px;--spacing-xs-4: 4px;--spacing-xs-8: 8px;--spacing-xs-16: 16px;--spacing-sm-24: 24px;--spacing-sm-32: 32px;--spacing-md-40: 40px;--spacing-md-48: 48px;--spacing-lg-64: 64px;--spacing-lg-80: 80px;--spacing-xlg-104: 104px;--spacing-xlg-152: 152px;--spacing-xs-12: 12px;--spacing-page-section: 80px;--spacing-card-list-spacing: 48px;--spacing-text-section-spacing: 64px;--spacing-md-xs-headings: 40px;--corner-radius-radius-lg: 16px;--corner-radius-radius-sm: 4px;--corner-radius-radius-md: 8px;--corner-radius-radius-round: 104px}}@media(min-width: 568px)and (max-width: 1279px){:root{--token-mode: Parity;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: #082f75;--button-primary-icon-inverse: #0645b1;--button-primary-fill-inverse-hover: #cddaef;--button-primary-stroke-inverse-pressed: #0645b1;--button-secondary-stroke-inactive: #b1b1ba;--button-secondary-fill: #eef2f9;--button-secondary-text: #082f75;--button-secondary-fill-press: #cddaef;--button-secondary-fill-inactive: #ebebee;--button-secondary-stroke: #cddaef;--button-secondary-stroke-hover: #386ac1;--button-secondary-stroke-press: #0645b1;--button-secondary-text-inactive: #b1b1ba;--button-secondary-icon: #082f75;--button-secondary-fill-hover: #e6ecf7;--button-secondary-stroke-inverse: #ffffff;--button-secondary-fill-inverse: rgba(255, 255, 255, 0);--button-secondary-icon-inverse: #ffffff;--button-secondary-icon-hover: #082f75;--button-secondary-icon-press: #082f75;--button-secondary-text-inverse: #ffffff;--button-secondary-text-hover: #082f75;--button-secondary-text-press: #082f75;--button-secondary-fill-inverse-hover: #043059;--button-xs-stroke: #141413;--button-xs-stroke-hover: #0c3b8d;--button-xs-stroke-press: #082f75;--button-xs-stroke-inactive: #ebebee;--button-xs-text: #141413;--button-xs-text-hover: #0c3b8d;--button-xs-text-press: #082f75;--button-xs-text-inactive: #91919e;--button-xs-icon: #141413;--button-xs-icon-hover: #0c3b8d;--button-xs-icon-press: #082f75;--button-xs-icon-inactive: #91919e;--button-xs-fill: #ffffff;--button-xs-fill-hover: #f4f7fc;--button-xs-fill-press: #eef2f9;--buttons-button-text-inactive: #91919e;--buttons-button-focus: #0645b1;--buttons-button-icon-inactive: #91919e;--buttons-small-buttons-corner-radius: 8px;--buttons-small-buttons-l-r-padding: 12px;--buttons-small-buttons-height: 44px;--buttons-small-buttons-gap: 8px;--buttons-small-buttons-icon-only-width: 44px;--buttons-small-buttons-icon-size: 20px;--buttons-small-buttons-stroke-default: 1px;--buttons-small-buttons-stroke-thick: 2px;--buttons-large-buttons-l-r-padding: 20px;--buttons-large-buttons-height: 54px;--buttons-large-buttons-icon-only-width: 54px;--buttons-large-buttons-icon-size: 20px;--buttons-large-buttons-gap: 8px;--buttons-large-buttons-corner-radius: 8px;--buttons-large-buttons-stroke-default: 1px;--buttons-large-buttons-stroke-thick: 2px;--buttons-extra-small-buttons-l-r-padding: 8px;--buttons-extra-small-buttons-height: 32px;--buttons-extra-small-buttons-icon-size: 16px;--buttons-extra-small-buttons-gap: 4px;--buttons-extra-small-buttons-corner-radius: 8px;--buttons-stroke-default: 1px;--buttons-stroke-thick: 2px;--background-beige: #f9f7f4;--error-light: #fff2f2;--text-placeholder: #6d6d7d;--stroke-dark: #141413;--stroke-light: #dddde2;--stroke-medium: #535366;--accent-green: #ccffd4;--accent-turquoise: #ccf7ff;--accent-yellow: #f7ffcc;--accent-peach: #ffd4cc;--accent-violet: #f7ccff;--accent-purple: #f4f7fc;--text-primary: #141413;--secondary-brand: #141413;--text-hover: #0c3b8d;--text-white: #ffffff;--text-link: #0645b1;--text-press: #082f75;--success-light: #f0f8f1;--background-light-blue: #eef2f9;--background-white: #ffffff;--premium-dark: #877440;--premium-light: #f9f6ed;--stroke-white: #ffffff;--inactive-content: #b1b1ba;--annotate-light: #a35dff;--annotate-dark: #824acc;--grid: #eef2f9;--inactive-stroke: #ebebee;--shadow: rgba(34, 34, 51, 0.25);--text-inactive: #6d6d7d;--text-error: #b60000;--stroke-error: #b60000;--background-error: #fff2f2;--background-black: #141413;--icon-default: #141413;--icon-blue: #0645b1;--background-grey: #dddde2;--icon-grey: #b1b1ba;--text-focus: #082f75;--brand-colors-neutral-black: #141413;--brand-colors-neutral-900: #535366;--brand-colors-neutral-800: #6d6d7d;--brand-colors-neutral-700: #91919e;--brand-colors-neutral-600: #b1b1ba;--brand-colors-neutral-500: #c8c8cf;--brand-colors-neutral-400: #dddde2;--brand-colors-neutral-300: #ebebee;--brand-colors-neutral-200: #f8f8fb;--brand-colors-neutral-100: #fafafa;--brand-colors-neutral-white: #ffffff;--brand-colors-blue-900: #043059;--brand-colors-blue-800: #082f75;--brand-colors-blue-700: #0c3b8d;--brand-colors-blue-600: #0645b1;--brand-colors-blue-500: #386ac1;--brand-colors-blue-400: #cddaef;--brand-colors-blue-300: #e6ecf7;--brand-colors-blue-200: #eef2f9;--brand-colors-blue-100: #f4f7fc;--brand-colors-gold-500: #877440;--brand-colors-gold-400: #e9e3d4;--brand-colors-gold-300: #f2efe8;--brand-colors-gold-200: #f9f6ed;--brand-colors-gold-100: #f9f7f4;--brand-colors-error-900: #920000;--brand-colors-error-500: #b60000;--brand-colors-success-900: #035c0f;--brand-colors-green: #ccffd4;--brand-colors-turquoise: #ccf7ff;--brand-colors-yellow: #f7ffcc;--brand-colors-peach: #ffd4cc;--brand-colors-violet: #f7ccff;--brand-colors-error-100: #fff2f2;--brand-colors-success-500: #05b01c;--brand-colors-success-100: #f0f8f1;--text-secondary: #535366;--icon-white: #ffffff;--background-beige-darker: #f2efe8;--icon-dark-grey: #535366;--type-font-family-sans-serif: Roboto;--type-font-family-serif: Georgia;--type-font-family-mono: IBM Plex Mono;--type-weights-300: 300;--type-weights-400: 400;--type-weights-500: 500;--type-weights-700: 700;--type-sizes-12: 12px;--type-sizes-14: 14px;--type-sizes-16: 16px;--type-sizes-18: 18px;--type-sizes-20: 20px;--type-sizes-22: 22px;--type-sizes-24: 24px;--type-sizes-28: 28px;--type-sizes-30: 30px;--type-sizes-32: 32px;--type-sizes-40: 40px;--type-sizes-42: 42px;--type-sizes-48-2: 48px;--type-line-heights-16: 16px;--type-line-heights-20: 20px;--type-line-heights-23: 23px;--type-line-heights-24: 24px;--type-line-heights-25: 25px;--type-line-heights-26: 26px;--type-line-heights-29: 29px;--type-line-heights-30: 30px;--type-line-heights-32: 32px;--type-line-heights-34: 34px;--type-line-heights-35: 35px;--type-line-heights-36: 36px;--type-line-heights-38: 38px;--type-line-heights-40: 40px;--type-line-heights-46: 46px;--type-line-heights-48: 48px;--type-line-heights-52: 52px;--type-line-heights-58: 58px;--type-line-heights-68: 68px;--type-line-heights-74: 74px;--type-line-heights-82: 82px;--type-paragraph-spacings-0: 0px;--type-paragraph-spacings-4: 4px;--type-paragraph-spacings-8: 8px;--type-paragraph-spacings-16: 16px;--type-sans-serif-xl-font-weight: 400;--type-sans-serif-xl-size: 42px;--type-sans-serif-xl-line-height: 46px;--type-sans-serif-xl-paragraph-spacing: 16px;--type-sans-serif-lg-font-weight: 400;--type-sans-serif-lg-size: 32px;--type-sans-serif-lg-line-height: 36px;--type-sans-serif-lg-paragraph-spacing: 16px;--type-sans-serif-md-font-weight: 400;--type-sans-serif-md-line-height: 34px;--type-sans-serif-md-paragraph-spacing: 16px;--type-sans-serif-md-size: 28px;--type-sans-serif-xs-font-weight: 700;--type-sans-serif-xs-line-height: 25px;--type-sans-serif-xs-paragraph-spacing: 0px;--type-sans-serif-xs-size: 20px;--type-sans-serif-sm-font-weight: 400;--type-sans-serif-sm-line-height: 30px;--type-sans-serif-sm-paragraph-spacing: 16px;--type-sans-serif-sm-size: 24px;--type-body-xl-font-weight: 400;--type-body-xl-size: 24px;--type-body-xl-line-height: 36px;--type-body-xl-paragraph-spacing: 0px;--type-body-sm-font-weight: 400;--type-body-sm-size: 14px;--type-body-sm-line-height: 20px;--type-body-sm-paragraph-spacing: 8px;--type-body-xs-font-weight: 400;--type-body-xs-size: 12px;--type-body-xs-line-height: 16px;--type-body-xs-paragraph-spacing: 0px;--type-body-md-font-weight: 400;--type-body-md-size: 16px;--type-body-md-line-height: 20px;--type-body-md-paragraph-spacing: 4px;--type-body-lg-font-weight: 400;--type-body-lg-size: 20px;--type-body-lg-line-height: 26px;--type-body-lg-paragraph-spacing: 16px;--type-body-lg-medium-font-weight: 500;--type-body-lg-medium-size: 20px;--type-body-lg-medium-line-height: 32px;--type-body-lg-medium-paragraph-spacing: 16px;--type-body-md-medium-font-weight: 500;--type-body-md-medium-size: 16px;--type-body-md-medium-line-height: 20px;--type-body-md-medium-paragraph-spacing: 4px;--type-body-sm-bold-font-weight: 700;--type-body-sm-bold-size: 14px;--type-body-sm-bold-line-height: 20px;--type-body-sm-bold-paragraph-spacing: 8px;--type-body-sm-medium-font-weight: 500;--type-body-sm-medium-size: 14px;--type-body-sm-medium-line-height: 20px;--type-body-sm-medium-paragraph-spacing: 8px;--type-serif-md-font-weight: 400;--type-serif-md-size: 40px;--type-serif-md-paragraph-spacing: 0px;--type-serif-md-line-height: 48px;--type-serif-sm-font-weight: 400;--type-serif-sm-size: 28px;--type-serif-sm-paragraph-spacing: 0px;--type-serif-sm-line-height: 32px;--type-serif-lg-font-weight: 400;--type-serif-lg-size: 58px;--type-serif-lg-paragraph-spacing: 0px;--type-serif-lg-line-height: 68px;--type-serif-xs-font-weight: 400;--type-serif-xs-size: 18px;--type-serif-xs-line-height: 24px;--type-serif-xs-paragraph-spacing: 0px;--type-serif-xl-font-weight: 400;--type-serif-xl-size: 74px;--type-serif-xl-paragraph-spacing: 0px;--type-serif-xl-line-height: 82px;--type-mono-md-font-weight: 400;--type-mono-md-size: 22px;--type-mono-md-line-height: 24px;--type-mono-md-paragraph-spacing: 0px;--type-mono-lg-font-weight: 400;--type-mono-lg-size: 40px;--type-mono-lg-line-height: 40px;--type-mono-lg-paragraph-spacing: 0px;--type-mono-sm-font-weight: 400;--type-mono-sm-size: 14px;--type-mono-sm-line-height: 24px;--type-mono-sm-paragraph-spacing: 0px;--spacing-xs-4: 4px;--spacing-xs-8: 8px;--spacing-xs-16: 16px;--spacing-sm-24: 24px;--spacing-sm-32: 32px;--spacing-md-40: 40px;--spacing-md-48: 48px;--spacing-lg-64: 64px;--spacing-lg-80: 80px;--spacing-xlg-104: 104px;--spacing-xlg-152: 152px;--spacing-xs-12: 12px;--spacing-page-section: 104px;--spacing-card-list-spacing: 48px;--spacing-text-section-spacing: 80px;--spacing-md-xs-headings: 40px;--corner-radius-radius-lg: 16px;--corner-radius-radius-sm: 4px;--corner-radius-radius-md: 8px;--corner-radius-radius-round: 104px}}@media(min-width: 1280px){:root{--token-mode: Parity;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: #082f75;--button-primary-icon-inverse: #0645b1;--button-primary-fill-inverse-hover: #cddaef;--button-primary-stroke-inverse-pressed: #0645b1;--button-secondary-stroke-inactive: #b1b1ba;--button-secondary-fill: #eef2f9;--button-secondary-text: #082f75;--button-secondary-fill-press: #cddaef;--button-secondary-fill-inactive: #ebebee;--button-secondary-stroke: #cddaef;--button-secondary-stroke-hover: #386ac1;--button-secondary-stroke-press: #0645b1;--button-secondary-text-inactive: #b1b1ba;--button-secondary-icon: #082f75;--button-secondary-fill-hover: #e6ecf7;--button-secondary-stroke-inverse: #ffffff;--button-secondary-fill-inverse: rgba(255, 255, 255, 0);--button-secondary-icon-inverse: #ffffff;--button-secondary-icon-hover: #082f75;--button-secondary-icon-press: #082f75;--button-secondary-text-inverse: #ffffff;--button-secondary-text-hover: #082f75;--button-secondary-text-press: #082f75;--button-secondary-fill-inverse-hover: #043059;--button-xs-stroke: #141413;--button-xs-stroke-hover: #0c3b8d;--button-xs-stroke-press: #082f75;--button-xs-stroke-inactive: #ebebee;--button-xs-text: #141413;--button-xs-text-hover: #0c3b8d;--button-xs-text-press: #082f75;--button-xs-text-inactive: #91919e;--button-xs-icon: #141413;--button-xs-icon-hover: #0c3b8d;--button-xs-icon-press: #082f75;--button-xs-icon-inactive: #91919e;--button-xs-fill: #ffffff;--button-xs-fill-hover: #f4f7fc;--button-xs-fill-press: #eef2f9;--buttons-button-text-inactive: #91919e;--buttons-button-focus: #0645b1;--buttons-button-icon-inactive: #91919e;--buttons-small-buttons-corner-radius: 8px;--buttons-small-buttons-l-r-padding: 12px;--buttons-small-buttons-height: 44px;--buttons-small-buttons-gap: 8px;--buttons-small-buttons-icon-only-width: 44px;--buttons-small-buttons-icon-size: 20px;--buttons-small-buttons-stroke-default: 1px;--buttons-small-buttons-stroke-thick: 2px;--buttons-large-buttons-l-r-padding: 20px;--buttons-large-buttons-height: 54px;--buttons-large-buttons-icon-only-width: 54px;--buttons-large-buttons-icon-size: 20px;--buttons-large-buttons-gap: 8px;--buttons-large-buttons-corner-radius: 8px;--buttons-large-buttons-stroke-default: 1px;--buttons-large-buttons-stroke-thick: 2px;--buttons-extra-small-buttons-l-r-padding: 8px;--buttons-extra-small-buttons-height: 32px;--buttons-extra-small-buttons-icon-size: 16px;--buttons-extra-small-buttons-gap: 4px;--buttons-extra-small-buttons-corner-radius: 8px;--buttons-stroke-default: 1px;--buttons-stroke-thick: 2px;--background-beige: #f9f7f4;--error-light: #fff2f2;--text-placeholder: #6d6d7d;--stroke-dark: #141413;--stroke-light: #dddde2;--stroke-medium: #535366;--accent-green: #ccffd4;--accent-turquoise: #ccf7ff;--accent-yellow: #f7ffcc;--accent-peach: #ffd4cc;--accent-violet: #f7ccff;--accent-purple: #f4f7fc;--text-primary: #141413;--secondary-brand: #141413;--text-hover: #0c3b8d;--text-white: #ffffff;--text-link: #0645b1;--text-press: #082f75;--success-light: #f0f8f1;--background-light-blue: #eef2f9;--background-white: #ffffff;--premium-dark: #877440;--premium-light: #f9f6ed;--stroke-white: #ffffff;--inactive-content: #b1b1ba;--annotate-light: #a35dff;--annotate-dark: #824acc;--grid: #eef2f9;--inactive-stroke: #ebebee;--shadow: rgba(34, 34, 51, 0.25);--text-inactive: #6d6d7d;--text-error: #b60000;--stroke-error: #b60000;--background-error: #fff2f2;--background-black: #141413;--icon-default: #141413;--icon-blue: #0645b1;--background-grey: #dddde2;--icon-grey: #b1b1ba;--text-focus: #082f75;--brand-colors-neutral-black: #141413;--brand-colors-neutral-900: #535366;--brand-colors-neutral-800: #6d6d7d;--brand-colors-neutral-700: #91919e;--brand-colors-neutral-600: #b1b1ba;--brand-colors-neutral-500: #c8c8cf;--brand-colors-neutral-400: #dddde2;--brand-colors-neutral-300: #ebebee;--brand-colors-neutral-200: #f8f8fb;--brand-colors-neutral-100: #fafafa;--brand-colors-neutral-white: #ffffff;--brand-colors-blue-900: #043059;--brand-colors-blue-800: #082f75;--brand-colors-blue-700: #0c3b8d;--brand-colors-blue-600: #0645b1;--brand-colors-blue-500: #386ac1;--brand-colors-blue-400: #cddaef;--brand-colors-blue-300: #e6ecf7;--brand-colors-blue-200: #eef2f9;--brand-colors-blue-100: #f4f7fc;--brand-colors-gold-500: #877440;--brand-colors-gold-400: #e9e3d4;--brand-colors-gold-300: #f2efe8;--brand-colors-gold-200: #f9f6ed;--brand-colors-gold-100: #f9f7f4;--brand-colors-error-900: #920000;--brand-colors-error-500: #b60000;--brand-colors-success-900: #035c0f;--brand-colors-green: #ccffd4;--brand-colors-turquoise: #ccf7ff;--brand-colors-yellow: #f7ffcc;--brand-colors-peach: #ffd4cc;--brand-colors-violet: #f7ccff;--brand-colors-error-100: #fff2f2;--brand-colors-success-500: #05b01c;--brand-colors-success-100: #f0f8f1;--text-secondary: #535366;--icon-white: #ffffff;--background-beige-darker: #f2efe8;--icon-dark-grey: #535366;--type-font-family-sans-serif: Roboto;--type-font-family-serif: Georgia;--type-font-family-mono: IBM Plex Mono;--type-weights-300: 300;--type-weights-400: 400;--type-weights-500: 500;--type-weights-700: 700;--type-sizes-12: 12px;--type-sizes-14: 14px;--type-sizes-16: 16px;--type-sizes-18: 18px;--type-sizes-20: 20px;--type-sizes-22: 22px;--type-sizes-24: 24px;--type-sizes-28: 28px;--type-sizes-30: 30px;--type-sizes-32: 32px;--type-sizes-40: 40px;--type-sizes-42: 42px;--type-sizes-48-2: 48px;--type-line-heights-16: 16px;--type-line-heights-20: 20px;--type-line-heights-23: 23px;--type-line-heights-24: 24px;--type-line-heights-25: 25px;--type-line-heights-26: 26px;--type-line-heights-29: 29px;--type-line-heights-30: 30px;--type-line-heights-32: 32px;--type-line-heights-34: 34px;--type-line-heights-35: 35px;--type-line-heights-36: 36px;--type-line-heights-38: 38px;--type-line-heights-40: 40px;--type-line-heights-46: 46px;--type-line-heights-48: 48px;--type-line-heights-52: 52px;--type-line-heights-58: 58px;--type-line-heights-68: 68px;--type-line-heights-74: 74px;--type-line-heights-82: 82px;--type-paragraph-spacings-0: 0px;--type-paragraph-spacings-4: 4px;--type-paragraph-spacings-8: 8px;--type-paragraph-spacings-16: 16px;--type-sans-serif-xl-font-weight: 400;--type-sans-serif-xl-size: 42px;--type-sans-serif-xl-line-height: 46px;--type-sans-serif-xl-paragraph-spacing: 16px;--type-sans-serif-lg-font-weight: 400;--type-sans-serif-lg-size: 32px;--type-sans-serif-lg-line-height: 38px;--type-sans-serif-lg-paragraph-spacing: 16px;--type-sans-serif-md-font-weight: 400;--type-sans-serif-md-line-height: 34px;--type-sans-serif-md-paragraph-spacing: 16px;--type-sans-serif-md-size: 28px;--type-sans-serif-xs-font-weight: 700;--type-sans-serif-xs-line-height: 25px;--type-sans-serif-xs-paragraph-spacing: 0px;--type-sans-serif-xs-size: 20px;--type-sans-serif-sm-font-weight: 400;--type-sans-serif-sm-line-height: 30px;--type-sans-serif-sm-paragraph-spacing: 16px;--type-sans-serif-sm-size: 24px;--type-body-xl-font-weight: 400;--type-body-xl-size: 24px;--type-body-xl-line-height: 36px;--type-body-xl-paragraph-spacing: 0px;--type-body-sm-font-weight: 400;--type-body-sm-size: 14px;--type-body-sm-line-height: 20px;--type-body-sm-paragraph-spacing: 8px;--type-body-xs-font-weight: 400;--type-body-xs-size: 12px;--type-body-xs-line-height: 16px;--type-body-xs-paragraph-spacing: 0px;--type-body-md-font-weight: 400;--type-body-md-size: 16px;--type-body-md-line-height: 20px;--type-body-md-paragraph-spacing: 4px;--type-body-lg-font-weight: 400;--type-body-lg-size: 20px;--type-body-lg-line-height: 26px;--type-body-lg-paragraph-spacing: 16px;--type-body-lg-medium-font-weight: 500;--type-body-lg-medium-size: 20px;--type-body-lg-medium-line-height: 32px;--type-body-lg-medium-paragraph-spacing: 16px;--type-body-md-medium-font-weight: 500;--type-body-md-medium-size: 16px;--type-body-md-medium-line-height: 20px;--type-body-md-medium-paragraph-spacing: 4px;--type-body-sm-bold-font-weight: 700;--type-body-sm-bold-size: 14px;--type-body-sm-bold-line-height: 20px;--type-body-sm-bold-paragraph-spacing: 8px;--type-body-sm-medium-font-weight: 500;--type-body-sm-medium-size: 14px;--type-body-sm-medium-line-height: 20px;--type-body-sm-medium-paragraph-spacing: 8px;--type-serif-md-font-weight: 400;--type-serif-md-size: 40px;--type-serif-md-paragraph-spacing: 0px;--type-serif-md-line-height: 48px;--type-serif-sm-font-weight: 400;--type-serif-sm-size: 28px;--type-serif-sm-paragraph-spacing: 0px;--type-serif-sm-line-height: 32px;--type-serif-lg-font-weight: 400;--type-serif-lg-size: 58px;--type-serif-lg-paragraph-spacing: 0px;--type-serif-lg-line-height: 68px;--type-serif-xs-font-weight: 400;--type-serif-xs-size: 18px;--type-serif-xs-line-height: 24px;--type-serif-xs-paragraph-spacing: 0px;--type-serif-xl-font-weight: 400;--type-serif-xl-size: 74px;--type-serif-xl-paragraph-spacing: 0px;--type-serif-xl-line-height: 82px;--type-mono-md-font-weight: 400;--type-mono-md-size: 22px;--type-mono-md-line-height: 24px;--type-mono-md-paragraph-spacing: 0px;--type-mono-lg-font-weight: 400;--type-mono-lg-size: 40px;--type-mono-lg-line-height: 40px;--type-mono-lg-paragraph-spacing: 0px;--type-mono-sm-font-weight: 400;--type-mono-sm-size: 14px;--type-mono-sm-line-height: 24px;--type-mono-sm-paragraph-spacing: 0px;--spacing-xs-4: 4px;--spacing-xs-8: 8px;--spacing-xs-16: 16px;--spacing-sm-24: 24px;--spacing-sm-32: 32px;--spacing-md-40: 40px;--spacing-md-48: 48px;--spacing-lg-64: 64px;--spacing-lg-80: 80px;--spacing-xlg-104: 104px;--spacing-xlg-152: 152px;--spacing-xs-12: 12px;--spacing-page-section: 152px;--spacing-card-list-spacing: 48px;--spacing-text-section-spacing: 80px;--spacing-md-xs-headings: 40px;--corner-radius-radius-lg: 16px;--corner-radius-radius-sm: 4px;--corner-radius-radius-md: 8px;--corner-radius-radius-round: 104px}}</style><link crossorigin="" href="https://fonts.gstatic.com/" rel="preconnect" /><link href="https://fonts.googleapis.com/css2?family=DM+Sans:ital,opsz,wght@0,9..40,100..1000;1,9..40,100..1000&family=Gupter:wght@400;500;700&family=IBM+Plex+Mono:wght@300;400&family=Material+Symbols+Outlined:opsz,wght,FILL,GRAD@20,400,0,0&display=swap" rel="stylesheet" /><link rel="stylesheet" href="//a.academia-assets.com/assets/design_system/common-57f9da13cef3fd4e2a8b655342c6488eded3e557e823fe67571f2ac77acd7b6f.css" media="all" /> <meta name="author" content="bernard weiner" /> <meta name="description" content="UCLA professor specializing in motivation, emotion, responsibility, and attribution theory" /> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs" /> <script> var $controller_name = 'works'; var $action_name = "summary"; var $rails_env = 'production'; var $app_rev = '0ed2b4491223765396e7f83dc292e6a0beaf0105'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.Aedu = { hit_data: null }; window.Aedu.SiteStats = {"premium_universities_count":13902,"monthly_visitors":"31 million","monthly_visitor_count":31300000,"monthly_visitor_count_in_millions":31,"user_count":286188959,"paper_count":55203019,"paper_count_in_millions":55,"page_count":432000000,"page_count_in_millions":432,"pdf_count":16500000,"pdf_count_in_millions":16}; window.Aedu.serverRenderTime = new Date(1743574377000); window.Aedu.timeDifference = new Date().getTime() - 1743574377000; window.Aedu.isUsingCssV1 = false; window.Aedu.enableLocalization = true; window.Aedu.activateFullstory = false; window.Aedu.serviceAvailability = { status: {"attention_db":"on","bibliography_db":"on","contacts_db":"on","email_db":"on","indexability_db":"on","mentions_db":"on","news_db":"on","notifications_db":"on","offsite_mentions_db":"on","redshift":"on","redshift_exports_db":"on","related_works_db":"on","ring_db":"on","user_tests_db":"on"}, serviceEnabled: function(service) { return this.status[service] === "on"; }, readEnabled: function(service) { return this.serviceEnabled(service) || this.status[service] === "read_only"; }, }; window.Aedu.viewApmTrace = function() { // Check if x-apm-trace-id meta tag is set, and open the trace in APM // in a new window if it is. var apmTraceId = document.head.querySelector('meta[name="x-apm-trace-id"]'); if (apmTraceId) { var traceId = apmTraceId.content; // Use trace ID to construct URL, an example URL looks like: // https://app.datadoghq.com/apm/traces?query=trace_id%31298410148923562634 var apmUrl = 'https://app.datadoghq.com/apm/traces?query=trace_id%3A' + traceId; window.open(apmUrl, '_blank'); } }; </script>  <link href="https://fonts.googleapis.com/css?family=Roboto:100,100i,300,300i,400,400i,500,500i,700,700i,900,900i" rel="stylesheet"> <link rel="preload" href="//maxcdn.bootstrapcdn.com/font-awesome/4.3.0/css/font-awesome.min.css" as="style" onload="this.rel='stylesheet'"> <link rel="stylesheet" href="//a.academia-assets.com/assets/libraries-a9675dcb01ec4ef6aa807ba772c7a5a00c1820d3ff661c1038a20f80d06bb4e4.css" media="all" /> <link rel="stylesheet" href="//a.academia-assets.com/assets/academia-9982828ed1de4777566441c35ccf7157c55ca779141fce69380d727ebdbbb926.css" media="all" /> <link rel="stylesheet" href="//a.academia-assets.com/assets/design_system_legacy-056a9113b9a0f5343d013b29ee1929d5a18be35fdcdceb616600b4db8bd20054.css" media="all" /> <script src="//a.academia-assets.com/assets/webpack_bundles/runtime-bundle-005434038af4252ca37c527588411a3d6a0eabb5f727fac83f8bbe7fd88d93bb.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/webpack_libraries_and_infrequently_changed.wjs-bundle-d4c85e621b8bf4de9d00992b6e343550022a135eb512ccf66e7b5d8a67a65f0d.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/core_webpack.wjs-bundle-e94cf4c6a5cc17bae92cd463c6a27ba854937d08345e4010eca69ba0053b7599.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/sentry.wjs-bundle-5fe03fddca915c8ba0f7edbe64c194308e8ce5abaed7bffe1255ff37549c4808.js"></script> <script> jade = window.jade || {}; jade.helpers = window.$h; jade._ = window._; </script>  <script id="tag-manager-head-root">(function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer_old','GTM-5G9JF7Z');</script>  <script> window.gptadslots = []; window.googletag = window.googletag || {}; window.googletag.cmd = window.googletag.cmd || []; </script> <script type="text/javascript"> // TODO(jacob): This should be defined, may be rare load order problem. // Checking if null is just a quick fix, will default to en if unset. // Better fix is to run this immedietely after I18n is set. if (window.I18n != null) { I18n.defaultLocale = "en"; I18n.locale = "en"; I18n.fallbacks = true; } </script> <link rel="canonical" href="https://ucla.academia.edu/BernardWeiner" /> </head>   <body class='c-profiles/works a-summary logged_out'>  <div id="fb-root"></div><script>window.fbAsyncInit = function() { FB.init({ appId: "2369844204", version: "v8.0", status: true, cookie: true, xfbml: true }); // Additional initialization code. if (window.InitFacebook) { // facebook.ts already loaded, set it up. window.InitFacebook(); } else { // Set a flag for facebook.ts to find when it loads. window.academiaAuthReadyFacebook = true; } };</script><script>window.fbAsyncLoad = function() { // Protection against double calling of this function if (window.FB) { return; } (function(d, s, id){ var js, fjs = d.getElementsByTagName(s)[0]; if (d.getElementById(id)) {return;} js = d.createElement(s); js.id = id; js.src = "//connect.facebook.net/en_US/sdk.js"; fjs.parentNode.insertBefore(js, fjs); }(document, 'script', 'facebook-jssdk')); } if (!window.defer_facebook) { // Autoload if not deferred window.fbAsyncLoad(); } else { // Defer loading by 5 seconds setTimeout(function() { window.fbAsyncLoad(); }, 5000); }</script> <div id="google-root"></div><script>window.loadGoogle = function() { if (window.InitGoogle) { // google.ts already loaded, set it up. window.InitGoogle("331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b"); } else { // Set a flag for google.ts to use when it loads. window.GoogleClientID = "331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b"; } };</script><script>window.googleAsyncLoad = function() { // Protection against double calling of this function (function(d) { var js; var id = 'google-jssdk'; var ref = d.getElementsByTagName('script')[0]; if (d.getElementById(id)) { return; } js = d.createElement('script'); js.id = id; js.async = true; js.onload = loadGoogle; js.src = "https://accounts.google.com/gsi/client" ref.parentNode.insertBefore(js, ref); }(document)); } if (!window.defer_google) { // Autoload if not deferred window.googleAsyncLoad(); } else { // Defer loading by 5 seconds setTimeout(function() { window.googleAsyncLoad(); }, 5000); }</script> <div id="tag-manager-body-root">  <noscript><iframe src="https://www.googletagmanager.com/ns.html?id=GTM-5G9JF7Z" height="0" width="0" style="display:none;visibility:hidden"></iframe></noscript>   <script> window.addEventListener('load', function() { if (document.querySelector('input[name="commit"]')) { document.querySelector('input[name="commit"]').addEventListener('click', function() { gtag('event', 'click', { event_category: 'button', event_label: 'Log In' }) }) } }); </script> </div> <script>var _comscore = _comscore || []; _comscore.push({ c1: "2", c2: "26766707" }); (function() { var s = document.createElement("script"), el = document.getElementsByTagName("script")[0]; s.async = true; s.src = (document.location.protocol == "https:" ? "https://sb" : "http://b") + ".scorecardresearch.com/beacon.js"; el.parentNode.insertBefore(s, el); })();</script><img src="https://sb.scorecardresearch.com/p?c1=2&c2=26766707&cv=2.0&cj=1" style="position: absolute; visibility: hidden" /> <div id='react-modal'></div> <div class='DesignSystem'> <a class='u-showOnFocus' href='#site'> Skip to main content </a> </div> <div id="upgrade_ie_banner" style="display: none;"><p>Academia.edu no longer supports Internet Explorer.</p><p>To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to <a href="https://www.academia.edu/upgrade-browser">upgrade your browser</a>.</p></div><script>// Show this banner for all versions of IE if (!!window.MSInputMethodContext || /(MSIE)/.test(navigator.userAgent)) { document.getElementById('upgrade_ie_banner').style.display = 'block'; }</script> <div class="DesignSystem bootstrap ShrinkableNav"><div class="navbar navbar-default main-header"><div class="container-wrapper" id="main-header-container"><div class="container"><div class="navbar-header"><div class="nav-left-wrapper u-mt0x"><div class="nav-logo"><a data-main-header-link-target="logo_home" href="https://www.academia.edu/"><img class="visible-xs-inline-block" style="height: 24px;" alt="Academia.edu" src="//a.academia-assets.com/images/academia-logo-redesign-2015-A.svg" width="24" height="24" /><img width="145.2" height="18" class="hidden-xs" style="height: 24px;" alt="Academia.edu" src="//a.academia-assets.com/images/academia-logo-redesign-2015.svg" /></a></div><div class="nav-search"><div class="SiteSearch-wrapper select2-no-default-pills"><form class="js-SiteSearch-form DesignSystem" action="https://www.academia.edu/search" accept-charset="UTF-8" method="get"><i class="SiteSearch-icon fa fa-search u-fw700 u-positionAbsolute u-tcGrayDark"></i><input class="js-SiteSearch-form-input SiteSearch-form-input form-control" data-main-header-click-target="search_input" name="q" placeholder="Search" type="text" value="" /></form></div></div></div><div class="nav-right-wrapper pull-right"><ul class="NavLinks js-main-nav list-unstyled"><li class="NavLinks-link"><a class="js-header-login-url Button Button--inverseGray Button--sm u-mb4x" id="nav_log_in" rel="nofollow" href="https://www.academia.edu/login">Log In</a></li><li class="NavLinks-link u-p0x"><a class="Button Button--inverseGray Button--sm u-mb4x" rel="nofollow" href="https://www.academia.edu/signup">Sign Up</a></li></ul><button class="hidden-lg hidden-md hidden-sm u-ml4x navbar-toggle collapsed" data-target=".js-mobile-header-links" data-toggle="collapse" type="button"><span class="icon-bar"></span><span class="icon-bar"></span><span class="icon-bar"></span></button></div></div><div class="collapse navbar-collapse js-mobile-header-links"><ul class="nav navbar-nav"><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/login">Log In</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/signup">Sign Up</a></li><li class="u-borderColorGrayLight u-borderBottom1 js-mobile-nav-expand-trigger"><a href="#">more&nbsp<span class="caret"></span></a></li><li><ul class="js-mobile-nav-expand-section nav navbar-nav u-m0x collapse"><li class="u-borderColorGrayLight u-borderBottom1"><a rel="false" href="https://www.academia.edu/about">About</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/press">Press</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="false" href="https://www.academia.edu/documents">Papers</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/terms">Terms</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/privacy">Privacy</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/copyright">Copyright</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/hiring"><i class="fa fa-briefcase"></i> We're Hiring!</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://support.academia.edu/hc/en-us"><i class="fa fa-question-circle"></i> Help Center</a></li><li class="js-mobile-nav-collapse-trigger u-borderColorGrayLight u-borderBottom1 dropup" style="display:none"><a href="#">less&nbsp<span class="caret"></span></a></li></ul></li></ul></div></div></div><script>(function(){ var $moreLink = $(".js-mobile-nav-expand-trigger"); var $lessLink = $(".js-mobile-nav-collapse-trigger"); var $section = $('.js-mobile-nav-expand-section'); $moreLink.click(function(ev){ ev.preventDefault(); $moreLink.hide(); $lessLink.show(); $section.collapse('show'); }); $lessLink.click(function(ev){ ev.preventDefault(); $moreLink.show(); $lessLink.hide(); $section.collapse('hide'); }); })() if ($a.is_logged_in() || false) { new Aedu.NavigationController({ el: '.js-main-nav', showHighlightedNotification: false }); } else { $(".js-header-login-url").attr("href", $a.loginUrlWithRedirect()); } Aedu.autocompleteSearch = new AutocompleteSearch({el: '.js-SiteSearch-form'});</script></div></div> <div id='site' class='fixed'> <div id="content" class="clearfix"> <script>document.addEventListener('DOMContentLoaded', function(){ var $dismissible = $(".dismissible_banner"); $dismissible.click(function(ev) { $dismissible.hide(); }); });</script> <script src="//a.academia-assets.com/assets/webpack_bundles/profile.wjs-bundle-dce8a7ae353874d32d1eb17f410a5a2ba4fdde445c9e332e0e138def9774857c.js" defer="defer"></script><script>$viewedUser = Aedu.User.set_viewed( {"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner","photo":"https://0.academia-photos.com/34438703/18241573/18216710/s65_bernard.weiner.jpg","has_photo":true,"department":{"id":273,"name":"Psychology","url":"https://ucla.academia.edu/Departments/Psychology/Documents","university":{"id":536,"name":"University of California, Los Angeles","url":"https://ucla.academia.edu/"}},"position":"Emeritus","position_id":6,"is_analytics_public":false,"interests":[{"id":4784,"name":"Attribution Theory","url":"https://www.academia.edu/Documents/in/Attribution_Theory"},{"id":155893,"name":"Victimization","url":"https://www.academia.edu/Documents/in/Victimization"},{"id":12756,"name":"Cyberbullying","url":"https://www.academia.edu/Documents/in/Cyberbullying"},{"id":24443,"name":"Adolescence (Psychology)","url":"https://www.academia.edu/Documents/in/Adolescence_Psychology_"},{"id":64904,"name":"Peer Relations","url":"https://www.academia.edu/Documents/in/Peer_Relations"}]} ); if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = []</script><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://ucla.academia.edu/BernardWeiner","location":"/BernardWeiner","scheme":"https","host":"ucla.academia.edu","port":null,"pathname":"/BernardWeiner","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-f1e819bf-dbdb-4ac6-bc65-bb2933e1d0d5"></div> <div id="ProfileCheckPaperUpdate-react-component-f1e819bf-dbdb-4ac6-bc65-bb2933e1d0d5"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Bernard Weiner" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/34438703/18241573/18216710/s200_bernard.weiner.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Bernard Weiner</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://ucla.academia.edu/">University of California, Los Angeles</a>, <a class="u-tcGrayDarker" href="https://ucla.academia.edu/Departments/Psychology/Documents">Psychology</a>, <span class="u-tcGrayDarker">Emeritus</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Bernard" data-follow-user-id="34438703" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="34438703"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">491</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">12</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">11</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">UCLA professor specializing in motivation, emotion, responsibility, and attribution theory<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://kwantlen.academia.edu/MarcChampagne"><img class="profile-avatar u-positionAbsolute" alt="Marc Champagne related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/90594/25175/116736640/s200_marc.champagne.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://kwantlen.academia.edu/MarcChampagne">Marc Champagne</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Kwantlen Polytechnic University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://haifa.academia.edu/ShlomoHareli"><img class="profile-avatar u-positionAbsolute" alt="Shlomo Hareli related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/91734/25480/32935494/s200_shlomo.hareli.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://haifa.academia.edu/ShlomoHareli">Shlomo Hareli</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of Haifa</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://percprogram.academia.edu/DeborahTolman"><img class="profile-avatar u-positionAbsolute" alt="Deborah Tolman related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/129453/34486/35891000/s200_deborah.tolman.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://percprogram.academia.edu/DeborahTolman">Deborah Tolman</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Hunter College, CUNY</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://brown.academia.edu/BertramMalle"><img class="profile-avatar u-positionAbsolute" alt="Bertram Malle related author profile picture" border="0" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://brown.academia.edu/BertramMalle">Bertram Malle</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Brown University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://ucl.academia.edu/JessicaRingrose"><img class="profile-avatar u-positionAbsolute" alt="Jessica Ringrose related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/249761/53786/23227454/s200_jessica.ringrose.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ucl.academia.edu/JessicaRingrose">Jessica Ringrose</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University College London</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://grupolusofona.academia.edu/DanielCardoso"><img class="profile-avatar u-positionAbsolute" alt="Daniel Cardoso related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/424704/101238/120160/s200_daniel.cardoso.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://grupolusofona.academia.edu/DanielCardoso">Daniel Cardoso</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">ULHT - Universidade Lusofona de Humanidades e Tecnologias</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://bahcesehir.academia.edu/mineozascilar"><img class="profile-avatar u-positionAbsolute" alt="Mine Özaşçılar related author profile picture" border="0" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://bahcesehir.academia.edu/mineozascilar">Mine Özaşçılar</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Bahcesehir University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://ispa.academia.edu/Ant%C3%B3nioSantos"><img class="profile-avatar u-positionAbsolute" alt="António J . Santos related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/942910/352074/19978176/s200_ant_nio.santos.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ispa.academia.edu/Ant%C3%B3nioSantos">António J . Santos</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Instituto Superior de Psicologia Aplicada</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://uj-pl.academia.edu/AnnaCzarna"><img class="profile-avatar u-positionAbsolute" alt="Anna Czarna related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/957453/3102942/19583548/s200_anna.czarna.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://uj-pl.academia.edu/AnnaCzarna">Anna Czarna</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Jagiellonian University in Krakow</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://uu.academia.edu/DaanBrugman"><img class="profile-avatar u-positionAbsolute" alt="Daniel Brugman related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/4257849/1688596/2030409/s200_daan.brugman.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://uu.academia.edu/DaanBrugman">Daniel Brugman</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Utrecht University</p></div></div></ul></div><style type="text/css">.suggested-academics--header h3{font-size:16px;font-weight:500;line-height:20px}</style><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="34438703" href="https://www.academia.edu/Documents/in/Attribution_Theory"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://ucla.academia.edu/BernardWeiner","location":"/BernardWeiner","scheme":"https","host":"ucla.academia.edu","port":null,"pathname":"/BernardWeiner","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Attribution Theory"]}" data-trace="false" data-dom-id="Pill-react-component-1a2b72bf-9134-421a-afe9-8cb53657c630"></div> <div id="Pill-react-component-1a2b72bf-9134-421a-afe9-8cb53657c630"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="34438703" href="https://www.academia.edu/Documents/in/Adolescence_Psychology_"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Adolescence (Psychology)"]}" data-trace="false" data-dom-id="Pill-react-component-8edf4406-81d4-41f6-871b-46eb67295805"></div> <div id="Pill-react-component-8edf4406-81d4-41f6-871b-46eb67295805"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="34438703" href="https://www.academia.edu/Documents/in/Peer_Relations"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Peer Relations"]}" data-trace="false" data-dom-id="Pill-react-component-28231100-9fc9-43f8-82db-c0b295841b91"></div> <div id="Pill-react-component-28231100-9fc9-43f8-82db-c0b295841b91"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="2010s" data-toggle="tab" href="#2010s" role="tab" title="2010s"><span>11</span> <span class="ds2-5-body-sm-bold">2010s</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="2000s" data-toggle="tab" href="#2000s" role="tab" title="2000s"><span>37</span> <span class="ds2-5-body-sm-bold">2000s</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="1990s" data-toggle="tab" href="#1990s" role="tab" title="1990s"><span>48</span> <span class="ds2-5-body-sm-bold">1990s</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="1980s" data-toggle="tab" href="#1980s" role="tab" title="1980s"><span>46</span> <span class="ds2-5-body-sm-bold">1980s</span></a></li><li class="nav-chip more-tab" role="presentation"><a class="js-profile-documents-more-tab link-unstyled u-textTruncate" data-toggle="dropdown" role="tab">More  <i class="fa fa-chevron-down"></i></a><ul class="js-profile-documents-more-dropdown dropdown-menu dropdown-menu-right profile-documents-more-dropdown" role="menu"><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="1970s" data-toggle="tab" href="#1970s" role="tab" style="border: none;"><span>36</span> 1970s</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="1960s" data-toggle="tab" href="#1960s" role="tab" style="border: none;"><span>21</span> 1960s</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Other-Papers" data-toggle="tab" href="#otherpapers" role="tab" style="border: none;"><span>8</span> Other Papers</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" style="border: none;"><span>10</span> Papers</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="2010s" id="2010s"><h3 class="profile--tab_heading_container">2010s by Bernard Weiner</h3></div><div class="js-work-strip profile--work_container" data-work-id="17370095"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370095/An_Attribution_Theory_of_Motivation"><img alt="Research paper thumbnail of An Attribution Theory of Motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39734803/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370095/An_Attribution_Theory_of_Motivation">An Attribution Theory of Motivation</a></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370095-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370095-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/54465203/figure-1-an-attribution-theory-of-motivation"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39734803/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/54465204/table-7-path-coefficients-for-two-help-giving-models-from"><img alt="Table 7.1 Path coefficients for two help- giving models (from Rudoiph et al., 2004) " class="figure-slide-image" src="https://figures.academia-assets.com/39734803/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370095-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="807bba0f2753fcb8d953ebe8228e0b48" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39734803,"asset_id":17370095,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39734803/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370095"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370095"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370095; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370095]").text(description); $(".js-view-count[data-work-id=17370095]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370095; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370095']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "807bba0f2753fcb8d953ebe8228e0b48" } } $('.js-work-strip[data-work-id=17370095]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370095,"title":"An Attribution Theory of Motivation","translated_title":"","metadata":{"more_info":"In van Lange, P.,Kruglanski, A., \u0026 Higgins, T. (Eds.), Handbook of theories of social psychology, Vol. 1. (pp. 135-155). ","publisher":"Newbury Park: Sage","publication_date":{"day":null,"month":null,"year":2012,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370095/An_Attribution_Theory_of_Motivation","translated_internal_url":"","created_at":"2015-10-27T15:00:24.850-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39734803,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39734803/thumbnails/1.jpg","file_name":"An_Attribution_Theory_of_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39734803/download_file","bulk_download_file_name":"An_Attribution_Theory_of_Motivation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39734803/An_Attribution_Theory_of_Motivation-libre.pdf?1446772915=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attribution_Theory_of_Motivation.pdf\u0026Expires=1743549636\u0026Signature=DOu-CvD-ZM1LS99RTCjWc2rlIAa3lFt1Gp02j2jcwVHp4lROV~h0sCt33-InRLxCxuZpAbt0A9NaLvdim3XtV04x6oA1Jh2T7OCQDzCzJZuDN~MLc~4f3OSbhAzerBr3RItEGynESoYiFx5XWDHku~lZvqKH0eTtt-YA8cMFAX37xZ5UJ3RoOL5V9N0L94q~Q4rgMmEJN~HjNPkxTFo5a~1t50HgzF3RlF3uzn0BerYj3MfDFZ65PAKtFF9ZyQG5v2fzHTLrusdecxLFi~11HnLx-d6mWRGktqy5VMyPojh3DJF0ydimMYtdB8vB~wDdcwEfYZo6fq-eI2t-dMGZ3Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Attribution_Theory_of_Motivation","translated_slug":"","page_count":21,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39734803,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39734803/thumbnails/1.jpg","file_name":"An_Attribution_Theory_of_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39734803/download_file","bulk_download_file_name":"An_Attribution_Theory_of_Motivation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39734803/An_Attribution_Theory_of_Motivation-libre.pdf?1446772915=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attribution_Theory_of_Motivation.pdf\u0026Expires=1743549636\u0026Signature=DOu-CvD-ZM1LS99RTCjWc2rlIAa3lFt1Gp02j2jcwVHp4lROV~h0sCt33-InRLxCxuZpAbt0A9NaLvdim3XtV04x6oA1Jh2T7OCQDzCzJZuDN~MLc~4f3OSbhAzerBr3RItEGynESoYiFx5XWDHku~lZvqKH0eTtt-YA8cMFAX37xZ5UJ3RoOL5V9N0L94q~Q4rgMmEJN~HjNPkxTFo5a~1t50HgzF3RlF3uzn0BerYj3MfDFZ65PAKtFF9ZyQG5v2fzHTLrusdecxLFi~11HnLx-d6mWRGktqy5VMyPojh3DJF0ydimMYtdB8vB~wDdcwEfYZo6fq-eI2t-dMGZ3Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370095-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="15621101"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/15621101/The_role_of_attribution_of_causality_in_economic_decision_making"><img alt="Research paper thumbnail of The role of attribution of causality in economic decision making" class="work-thumbnail" src="https://attachments.academia-assets.com/43027577/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/15621101/The_role_of_attribution_of_causality_in_economic_decision_making">The role of attribution of causality in economic decision making</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DoronKliger">Doron Kliger</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span>The Journal of Socio-Economics</span><span>, 2012</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd6afac52a70912d8278d4cbf2b9e517" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43027577,"asset_id":15621101,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43027577/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="15621101"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="15621101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15621101; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15621101]").text(description); $(".js-view-count[data-work-id=15621101]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15621101; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='15621101']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd6afac52a70912d8278d4cbf2b9e517" } } $('.js-work-strip[data-work-id=15621101]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":15621101,"title":"The role of attribution of causality in economic decision making","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"The Journal of Socio-Economics"},"translated_abstract":null,"internal_url":"https://www.academia.edu/15621101/The_role_of_attribution_of_causality_in_economic_decision_making","translated_internal_url":"","created_at":"2015-09-12T01:18:21.368-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34796129,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":5748341,"work_id":15621101,"tagging_user_id":34796129,"tagged_user_id":null,"co_author_invite_id":1272121,"email":"g***1@study.haifa.ac.il","display_order":0,"name":"Gregory Gurevich","title":"The role of attribution of causality in economic decision making"},{"id":5748346,"work_id":15621101,"tagging_user_id":34796129,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":4194304,"name":"Bernard Weiner","title":"The role of attribution of causality in economic decision making"}],"downloadable_attachments":[{"id":43027577,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43027577/thumbnails/1.jpg","file_name":"The_role_of_attribution_of_causality_in_20160224-1690-1lykarq.pdf","download_url":"https://www.academia.edu/attachments/43027577/download_file","bulk_download_file_name":"The_role_of_attribution_of_causality_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43027577/The_role_of_attribution_of_causality_in_20160224-1690-1lykarq-libre.pdf?1456355491=\u0026response-content-disposition=attachment%3B+filename%3DThe_role_of_attribution_of_causality_in.pdf\u0026Expires=1743457390\u0026Signature=XIUU4Boa4qAdDHF81~ovf84ayceBuwmz82D9wIBMBXQs6cDFlNLiiMH0ylkjjaMXzu1fhoK2QPfGvmv-4gmt6oTydEjgtryyHb6fGRlRe~MfQVGxdv0AEmnHMofiufTpSM3jFHOdR95isH9l6mvIUfBbps~dTpY~BrKVnnCaf0EqgRc469zMqI3422WFqC4FqNM0IqcFJzUeAy-DTDTPPpA595qpLqudIEQMI5TYd3cpDquXO8opdJjr9zbkNGZ8sjxE~AcMTNWxnQ6HoyBjaWwUhnNsCHlfk-HjoChcgmsCJ57xzBhFSdK3fZ9F4p3Vce0~aZeKd2~F5L08nNm5fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_role_of_attribution_of_causality_in_economic_decision_making","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":null,"owner":{"id":34796129,"first_name":"Doron","middle_initials":null,"last_name":"Kliger","page_name":"DoronKliger","domain_name":"independent","created_at":"2015-09-12T01:17:01.735-07:00","display_name":"Doron Kliger","url":"https://independent.academia.edu/DoronKliger"},"attachments":[{"id":43027577,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43027577/thumbnails/1.jpg","file_name":"The_role_of_attribution_of_causality_in_20160224-1690-1lykarq.pdf","download_url":"https://www.academia.edu/attachments/43027577/download_file","bulk_download_file_name":"The_role_of_attribution_of_causality_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43027577/The_role_of_attribution_of_causality_in_20160224-1690-1lykarq-libre.pdf?1456355491=\u0026response-content-disposition=attachment%3B+filename%3DThe_role_of_attribution_of_causality_in.pdf\u0026Expires=1743457390\u0026Signature=XIUU4Boa4qAdDHF81~ovf84ayceBuwmz82D9wIBMBXQs6cDFlNLiiMH0ylkjjaMXzu1fhoK2QPfGvmv-4gmt6oTydEjgtryyHb6fGRlRe~MfQVGxdv0AEmnHMofiufTpSM3jFHOdR95isH9l6mvIUfBbps~dTpY~BrKVnnCaf0EqgRc469zMqI3422WFqC4FqNM0IqcFJzUeAy-DTDTPPpA595qpLqudIEQMI5TYd3cpDquXO8opdJjr9zbkNGZ8sjxE~AcMTNWxnQ6HoyBjaWwUhnNsCHlfk-HjoChcgmsCJ57xzBhFSdK3fZ9F4p3Vce0~aZeKd2~F5L08nNm5fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making"},{"id":27659,"name":"Applied Economics","url":"https://www.academia.edu/Documents/in/Applied_Economics"},{"id":74737,"name":"Socio Economics","url":"https://www.academia.edu/Documents/in/Socio_Economics"},{"id":121035,"name":"Profitability","url":"https://www.academia.edu/Documents/in/Profitability"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-15621101-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369969"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369969/An_Attributional_Analysis_of_Reactions_to_Poverty_The_Political_Ideology_of_the_Giver_and_the_Perceived_Morality_of_the_Receiver"><img alt="Research paper thumbnail of An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver" class="work-thumbnail" src="https://attachments.academia-assets.com/42264989/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369969/An_Attributional_Analysis_of_Reactions_to_Poverty_The_Political_Ideology_of_the_Giver_and_the_Perceived_Morality_of_the_Receiver">An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An attributional analysis of reactions to poverty is presented. The article begins by discussing ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">An attributional analysis of reactions to poverty is presented. The article begins by discussing the perceived causes of poverty and their taxonomic properties (locus, stability, and controllability). One antecedent of causal beliefs, political ideology, is then examined in detail, followed by a review of the effects of causal beliefs on emotions and behavior. It is contended that helping the poor is a moral issue, but the moral evaluation concerns the targeted recipient of aid rather than the potential help giver. Persons perceived as responsible for their plight, a dominant construal for conservatives, elicit anger and neglect. In contrast, those seen as not responsible for their financial hardship, an outlook predominantly endorsed by liberals, arouse sympathy and help giving. Sympathy is the most important proximal determinant of aid. This analysis is extended to reactions to achievement failure, abortion, and rape. Policy implications are also examined.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="301541fdd4ef659866f6ce8933280b67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42264989,"asset_id":17369969,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42264989/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369969"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369969"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369969; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369969]").text(description); $(".js-view-count[data-work-id=17369969]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369969; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369969']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "301541fdd4ef659866f6ce8933280b67" } } $('.js-work-strip[data-work-id=17369969]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369969,"title":"An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver","translated_title":"","metadata":{"abstract":"An attributional analysis of reactions to poverty is presented. The article begins by discussing the perceived causes of poverty and their taxonomic properties (locus, stability, and controllability). One antecedent of causal beliefs, political ideology, is then examined in detail, followed by a review of the effects of causal beliefs on emotions and behavior. It is contended that helping the poor is a moral issue, but the moral evaluation concerns the targeted recipient of aid rather than the potential help giver. Persons perceived as responsible for their plight, a dominant construal for conservatives, elicit anger and neglect. In contrast, those seen as not responsible for their financial hardship, an outlook predominantly endorsed by liberals, arouse sympathy and help giving. Sympathy is the most important proximal determinant of aid. This analysis is extended to reactions to achievement failure, abortion, and rape. Policy implications are also examined.","ai_title_tag":"Political Ideology and Reactions to Poverty: An Attributional Study","journal_name":"Personality and Social Psychology Review, Vol. 15, No. 2, pp. 199-213","publication_date":{"day":null,"month":5,"year":2011,"errors":{}}},"translated_abstract":"An attributional analysis of reactions to poverty is presented. The article begins by discussing the perceived causes of poverty and their taxonomic properties (locus, stability, and controllability). One antecedent of causal beliefs, political ideology, is then examined in detail, followed by a review of the effects of causal beliefs on emotions and behavior. It is contended that helping the poor is a moral issue, but the moral evaluation concerns the targeted recipient of aid rather than the potential help giver. Persons perceived as responsible for their plight, a dominant construal for conservatives, elicit anger and neglect. In contrast, those seen as not responsible for their financial hardship, an outlook predominantly endorsed by liberals, arouse sympathy and help giving. Sympathy is the most important proximal determinant of aid. This analysis is extended to reactions to achievement failure, abortion, and rape. Policy implications are also examined.","internal_url":"https://www.academia.edu/17369969/An_Attributional_Analysis_of_Reactions_to_Poverty_The_Political_Ideology_of_the_Giver_and_the_Perceived_Morality_of_the_Receiver","translated_internal_url":"","created_at":"2015-10-27T14:59:53.995-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103683,"work_id":17369969,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811254,"email":"d***e@ucla.edu","display_order":0,"name":"Danny Osborne","title":"An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver"},{"id":8103692,"work_id":17369969,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811259,"email":"u***h@phil.tu-chemnitz.de","display_order":4194304,"name":"Udo Rudolph","title":"An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver"},{"id":8103694,"work_id":17369969,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1323589,"email":"t***r@psych.sscnet.ucla.edu","display_order":6291456,"name":"Shelley Taylor","title":"An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver"}],"downloadable_attachments":[{"id":42264989,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264989/thumbnails/1.jpg","file_name":"An_attributional_analysis_of_reactions_t20160206-25462-llrhwf.pdf","download_url":"https://www.academia.edu/attachments/42264989/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Reactions_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264989/An_attributional_analysis_of_reactions_t20160206-25462-llrhwf-libre.pdf?1454827737=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Reactions_t.pdf\u0026Expires=1743457391\u0026Signature=VtWSbG4q9ZKq~9kNqTOO03kCqioac19yu9U~wg6~jwwq-NEbiZ6RKBUDy5DUQERk47SWFoollkRjLGbAgHArnm9rzH9sXk22ld2qNL-eRhOaN3LHvqdMUdmuZwdPmJ00dwqb6kQrsOtGe38bJaP6zSwumdcTqGeq9xZHj2GluWYYT6szyrZkaj2mzFGHrWwg0lVNuTD8FlTPbt177~oWREVhWuqSwToAvq4LwgWpRIzGrUaN39QhBkCePW8HM2kKK1QXFM6Wcxl-nM2JoCmhgRUiHsnJabbqS34I8qkxIgypGcCTZqt1PXvCpDdDVBChWRmlYMuq5FnwwA9~~cmrmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Attributional_Analysis_of_Reactions_to_Poverty_The_Political_Ideology_of_the_Giver_and_the_Perceived_Morality_of_the_Receiver","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":"An attributional analysis of reactions to poverty is presented. The article begins by discussing the perceived causes of poverty and their taxonomic properties (locus, stability, and controllability). One antecedent of causal beliefs, political ideology, is then examined in detail, followed by a review of the effects of causal beliefs on emotions and behavior. It is contended that helping the poor is a moral issue, but the moral evaluation concerns the targeted recipient of aid rather than the potential help giver. Persons perceived as responsible for their plight, a dominant construal for conservatives, elicit anger and neglect. In contrast, those seen as not responsible for their financial hardship, an outlook predominantly endorsed by liberals, arouse sympathy and help giving. Sympathy is the most important proximal determinant of aid. This analysis is extended to reactions to achievement failure, abortion, and rape. Policy implications are also examined.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":42264989,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264989/thumbnails/1.jpg","file_name":"An_attributional_analysis_of_reactions_t20160206-25462-llrhwf.pdf","download_url":"https://www.academia.edu/attachments/42264989/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Reactions_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264989/An_attributional_analysis_of_reactions_t20160206-25462-llrhwf-libre.pdf?1454827737=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Reactions_t.pdf\u0026Expires=1743457391\u0026Signature=VtWSbG4q9ZKq~9kNqTOO03kCqioac19yu9U~wg6~jwwq-NEbiZ6RKBUDy5DUQERk47SWFoollkRjLGbAgHArnm9rzH9sXk22ld2qNL-eRhOaN3LHvqdMUdmuZwdPmJ00dwqb6kQrsOtGe38bJaP6zSwumdcTqGeq9xZHj2GluWYYT6szyrZkaj2mzFGHrWwg0lVNuTD8FlTPbt177~oWREVhWuqSwToAvq4LwgWpRIzGrUaN39QhBkCePW8HM2kKK1QXFM6Wcxl-nM2JoCmhgRUiHsnJabbqS34I8qkxIgypGcCTZqt1PXvCpDdDVBChWRmlYMuq5FnwwA9~~cmrmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":2808,"name":"Poverty","url":"https://www.academia.edu/Documents/in/Poverty"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"},{"id":40023,"name":"Social Responsibility","url":"https://www.academia.edu/Documents/in/Social_Responsibility"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions"},{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":53331,"name":"Social behavior","url":"https://www.academia.edu/Documents/in/Social_behavior"},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":364937,"name":"Social Values","url":"https://www.academia.edu/Documents/in/Social_Values"},{"id":489423,"name":"Morals","url":"https://www.academia.edu/Documents/in/Morals"},{"id":628583,"name":"Social Behavior","url":"https://www.academia.edu/Documents/in/Social_Behavior-1"},{"id":2067835,"name":"Behaviour Therapy","url":"https://www.academia.edu/Documents/in/Behaviour_Therapy"}],"urls":[{"id":6489914,"url":"https://www.researchgate.net/profile/Udo_Rudolph/publication/47644820_An_attributional_analysis_of_reactions_to_poverty_the_political_ideology_of_the_giver_and_the_perceived_morality_of_the_receiver/links/02e7e51826257c1bcb000000.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369969-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369981"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369981/The_Development_of_an_Attribution_Based_Theory_of_Motivation_A_History_of_Ideas"><img alt="Research paper thumbnail of The Development of an Attribution-Based Theory of Motivation: A History of Ideas" class="work-thumbnail" src="https://attachments.academia-assets.com/39471719/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369981/The_Development_of_an_Attribution_Based_Theory_of_Motivation_A_History_of_Ideas">The Development of an Attribution-Based Theory of Motivation: A History of Ideas</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The history of ideas guiding the development of an attribution-based theory of motivation is pres...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The history of ideas guiding the development of an attribution-based theory of motivation is presented. These influences include the search for a “grand” theory of motivation (from drive and expectancy/value theory), an attempt to represent how the past may influence the present and the future (as Thorndike accomplished), and the incorporation of causes and their properties (from Heider and Rotter). The goal of this approach is the formulation of a conception in which causes influence action via the mediating mechanisms of specific affects (as first suggested by Atkinson) and expectancy. The empirical and conceptual contributions of the theory are summarized.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="745561859626bfc154e88db35ef505e5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471719,"asset_id":17369981,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471719/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369981"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369981"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369981; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369981]").text(description); $(".js-view-count[data-work-id=17369981]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369981; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369981']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "745561859626bfc154e88db35ef505e5" } } $('.js-work-strip[data-work-id=17369981]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369981,"title":"The Development of an Attribution-Based Theory of Motivation: A History of Ideas","translated_title":"","metadata":{"abstract":"The history of ideas guiding the development of an attribution-based theory of motivation is presented. These influences include the search for a “grand” theory of motivation (from drive and expectancy/value theory), an attempt to represent how the past may influence the present and the future (as Thorndike accomplished), and the incorporation of causes and their properties (from Heider and Rotter). The goal of this approach is the formulation of a conception in which causes influence action via the mediating mechanisms of specific affects (as first suggested by Atkinson) and expectancy. The empirical and conceptual contributions of the theory are summarized.","ai_title_tag":"Attribution-Based Theory of Motivation History","journal_name":"Educational Psychologist, Vol. 45, No. 1, pp. 28-36","publication_date":{"day":null,"month":1,"year":2010,"errors":{}}},"translated_abstract":"The history of ideas guiding the development of an attribution-based theory of motivation is presented. These influences include the search for a “grand” theory of motivation (from drive and expectancy/value theory), an attempt to represent how the past may influence the present and the future (as Thorndike accomplished), and the incorporation of causes and their properties (from Heider and Rotter). The goal of this approach is the formulation of a conception in which causes influence action via the mediating mechanisms of specific affects (as first suggested by Atkinson) and expectancy. The empirical and conceptual contributions of the theory are summarized.","internal_url":"https://www.academia.edu/17369981/The_Development_of_an_Attribution_Based_Theory_of_Motivation_A_History_of_Ideas","translated_internal_url":"","created_at":"2015-10-27T14:59:59.327-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471719,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471719/thumbnails/1.jpg","file_name":"Thorndike_Award.doc","download_url":"https://www.academia.edu/attachments/39471719/download_file","bulk_download_file_name":"The_Development_of_an_Attribution_Based.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471719/Thorndike_Award.doc?1738256075=\u0026response-content-disposition=attachment%3B+filename%3DThe_Development_of_an_Attribution_Based.doc\u0026Expires=1743457391\u0026Signature=SbCewjJdaHL-OVZdDazQATc6iS7ZXxqXetGiqZKwl0ynWEHSP~bZ92KQA9t4RBIicmNvhC7vPSYGnE8ADtL-v~nzqWz54Ugezgaf1SH8EEEc~jb4VzkrUyHiHxwa2Pmv~wf48vnHg-rJn-ywEM3dtawqIN9rkmpTLIStn4f8L0G1h6ZIucROjmANyyn2HBJl5SjPMLK3EgRjze0kQOaL50clOPhu8zhKbbbKktm1XA53sExqwOZeMfLn-7BAbgW6zpwNJQit7j7q5uazTKYvDeoFMAnhqxsnzHXG2eWBtAa7xCNAo5KKSTNWAOOfq~FWzSRVGwBOSnwVzdeMarCtXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Development_of_an_Attribution_Based_Theory_of_Motivation_A_History_of_Ideas","translated_slug":"","page_count":34,"language":"en","content_type":"Work","summary":"The history of ideas guiding the development of an attribution-based theory of motivation is presented. These influences include the search for a “grand” theory of motivation (from drive and expectancy/value theory), an attempt to represent how the past may influence the present and the future (as Thorndike accomplished), and the incorporation of causes and their properties (from Heider and Rotter). The goal of this approach is the formulation of a conception in which causes influence action via the mediating mechanisms of specific affects (as first suggested by Atkinson) and expectancy. The empirical and conceptual contributions of the theory are summarized.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471719,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471719/thumbnails/1.jpg","file_name":"Thorndike_Award.doc","download_url":"https://www.academia.edu/attachments/39471719/download_file","bulk_download_file_name":"The_Development_of_an_Attribution_Based.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471719/Thorndike_Award.doc?1738256075=\u0026response-content-disposition=attachment%3B+filename%3DThe_Development_of_an_Attribution_Based.doc\u0026Expires=1743457391\u0026Signature=SbCewjJdaHL-OVZdDazQATc6iS7ZXxqXetGiqZKwl0ynWEHSP~bZ92KQA9t4RBIicmNvhC7vPSYGnE8ADtL-v~nzqWz54Ugezgaf1SH8EEEc~jb4VzkrUyHiHxwa2Pmv~wf48vnHg-rJn-ywEM3dtawqIN9rkmpTLIStn4f8L0G1h6ZIucROjmANyyn2HBJl5SjPMLK3EgRjze0kQOaL50clOPhu8zhKbbbKktm1XA53sExqwOZeMfLn-7BAbgW6zpwNJQit7j7q5uazTKYvDeoFMAnhqxsnzHXG2eWBtAa7xCNAo5KKSTNWAOOfq~FWzSRVGwBOSnwVzdeMarCtXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1053,"name":"History of Ideas","url":"https://www.academia.edu/Documents/in/History_of_Ideas"},{"id":22558,"name":"Role of the Educational Psychologist","url":"https://www.academia.edu/Documents/in/Role_of_the_Educational_Psychologist"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369981-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370041"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370041/Bad_Starts_and_Better_Finishes_Attributional_Retraining_and_Initial_Performance_in_Competitive_Achievement_Settings"><img alt="Research paper thumbnail of Bad Starts and Better Finishes: Attributional Retraining and Initial Performance in Competitive Achievement Settings" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Bad Starts and Better Finishes: Attributional Retraining and Initial Performance in Competitive Achievement Settings</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Transitions to new achievement settings are often accompanied by unfamiliar learning conditions w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Transitions to new achievement settings are often accompanied by unfamiliar learning conditions wherein individuals experience unanticipated failures and engage in dysfunctional explanatory thinking. To counter these developments, attributional retraining (AR) was presented to 457 first-year students following an initial test in a two-semester course. A Semester 1 AR treatment (no, yes) and initial-test-performance (low, average, high) 2 x 3 quasi-experimental design was used to assess Semester 2 attributions, emotions, and performance outcomes. AR encouraged all students to endorse controllable attributions and de-emphasize uncontrollable attributions in explaining achievement outcomes in Semester 2. For low- and average-initial-performance students, AR improved subsequent in-class tests, final course grades, and first-year GPAs. Higher initial-test-performance was related to positive emotions and better achievement in Semester 2. The discussion focused on the implications of AR for attributional thinking in unfamiliar achievement settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370041"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370041"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370041; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370041]").text(description); $(".js-view-count[data-work-id=17370041]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370041; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370041']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370041]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370041,"title":"Bad Starts and Better Finishes: Attributional Retraining and Initial Performance in Competitive Achievement Settings","translated_title":"","metadata":{"abstract":"Transitions to new achievement settings are often accompanied by unfamiliar learning conditions wherein individuals experience unanticipated failures and engage in dysfunctional explanatory thinking. To counter these developments, attributional retraining (AR) was presented to 457 first-year students following an initial test in a two-semester course. A Semester 1 AR treatment (no, yes) and initial-test-performance (low, average, high) 2 x 3 quasi-experimental design was used to assess Semester 2 attributions, emotions, and performance outcomes. AR encouraged all students to endorse controllable attributions and de-emphasize uncontrollable attributions in explaining achievement outcomes in Semester 2. For low- and average-initial-performance students, AR improved subsequent in-class tests, final course grades, and first-year GPAs. Higher initial-test-performance was related to positive emotions and better achievement in Semester 2. The discussion focused on the implications of AR for attributional thinking in unfamiliar achievement settings.","journal_name":"Journal of Social and Clinical Psychology, Vol. 29, No. 6, pp. 668-700","publication_date":{"day":null,"month":6,"year":2010,"errors":{}}},"translated_abstract":"Transitions to new achievement settings are often accompanied by unfamiliar learning conditions wherein individuals experience unanticipated failures and engage in dysfunctional explanatory thinking. To counter these developments, attributional retraining (AR) was presented to 457 first-year students following an initial test in a two-semester course. A Semester 1 AR treatment (no, yes) and initial-test-performance (low, average, high) 2 x 3 quasi-experimental design was used to assess Semester 2 attributions, emotions, and performance outcomes. AR encouraged all students to endorse controllable attributions and de-emphasize uncontrollable attributions in explaining achievement outcomes in Semester 2. For low- and average-initial-performance students, AR improved subsequent in-class tests, final course grades, and first-year GPAs. Higher initial-test-performance was related to positive emotions and better achievement in Semester 2. The discussion focused on the implications of AR for attributional thinking in unfamiliar achievement settings.","internal_url":"https://www.academia.edu/17370041/Bad_Starts_and_Better_Finishes_Attributional_Retraining_and_Initial_Performance_in_Competitive_Achievement_Settings","translated_internal_url":"","created_at":"2015-10-27T15:00:14.843-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Bad_Starts_and_Better_Finishes_Attributional_Retraining_and_Initial_Performance_in_Competitive_Achievement_Settings","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Transitions to new achievement settings are often accompanied by unfamiliar learning conditions wherein individuals experience unanticipated failures and engage in dysfunctional explanatory thinking. To counter these developments, attributional retraining (AR) was presented to 457 first-year students following an initial test in a two-semester course. A Semester 1 AR treatment (no, yes) and initial-test-performance (low, average, high) 2 x 3 quasi-experimental design was used to assess Semester 2 attributions, emotions, and performance outcomes. AR encouraged all students to endorse controllable attributions and de-emphasize uncontrollable attributions in explaining achievement outcomes in Semester 2. For low- and average-initial-performance students, AR improved subsequent in-class tests, final course grades, and first-year GPAs. Higher initial-test-performance was related to positive emotions and better achievement in Semester 2. The discussion focused on the implications of AR for attributional thinking in unfamiliar achievement settings.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370041-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370064"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370064/Little_Known_Truths_Quirky_Anecdotes_Seething_Scandals_and_Even_Some_Science_in_the_History_of_Primarily_Achievement_Motivation"><img alt="Research paper thumbnail of Little-Known Truths, Quirky Anecdotes, Seething Scandals, and Even Some Science in the History of (Primarily Achievement) Motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39471744/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370064/Little_Known_Truths_Quirky_Anecdotes_Seething_Scandals_and_Even_Some_Science_in_the_History_of_Primarily_Achievement_Motivation">Little-Known Truths, Quirky Anecdotes, Seething Scandals, and Even Some Science in the History of (Primarily Achievement) Motivation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents a history of the study of motivation from approximately 1900-1975, focusing...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9684b50da4919923472fc457754ac6d8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471744,"asset_id":17370064,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471744/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370064"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370064"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370064; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370064]").text(description); $(".js-view-count[data-work-id=17370064]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370064; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370064']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9684b50da4919923472fc457754ac6d8" } } $('.js-work-strip[data-work-id=17370064]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370064,"title":"Little-Known Truths, Quirky Anecdotes, Seething Scandals, and Even Some Science in the History of (Primarily Achievement) Motivation","translated_title":"","metadata":{"abstract":"This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.","journal_name":"Personality and Social Psychology Review, Vol. 17, No. 3","publication_date":{"day":null,"month":4,"year":2013,"errors":{}}},"translated_abstract":"This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.","internal_url":"https://www.academia.edu/17370064/Little_Known_Truths_Quirky_Anecdotes_Seething_Scandals_and_Even_Some_Science_in_the_History_of_Primarily_Achievement_Motivation","translated_internal_url":"","created_at":"2015-10-27T15:00:20.317-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471744,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471744/thumbnails/1.jpg","file_name":"S.History_of_motivation.doc","download_url":"https://www.academia.edu/attachments/39471744/download_file","bulk_download_file_name":"Little_Known_Truths_Quirky_Anecdotes_See.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471744/S.History_of_motivation.doc?1738256075=\u0026response-content-disposition=attachment%3B+filename%3DLittle_Known_Truths_Quirky_Anecdotes_See.doc\u0026Expires=1743549636\u0026Signature=XIUv8PyRKI6J6uWfyPxy9Qv8lohpa4zSYrBMh5fNAxJ7-d96oPP3n5EBZjhePkQU-Z1VyjUBgfvYi~BOWITA7F9DnOsJ9HzE7cHSmvQi3tm7Nyx56i3ROMotYvPAzvrJVHxf45F9krYWyLSplOY79DbY2I~gboKd70bD4zuDqI6N1Xmb8JkSHeCqHk~YqGatiRN4-7pHQfmYSkLw2aiEklrSbIjmJPLZSu9C8BSMLqMAkTtSRtbhTj-gxnbW52A8HqdUXakTQRswkWFSEjFf1VcDq-Y~l1ls8NLFVFBRoqz8rBVtOYCkKNiPROKdOoLplCOvRlFQld67vcHhkL2rVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Little_Known_Truths_Quirky_Anecdotes_Seething_Scandals_and_Even_Some_Science_in_the_History_of_Primarily_Achievement_Motivation","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471744,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471744/thumbnails/1.jpg","file_name":"S.History_of_motivation.doc","download_url":"https://www.academia.edu/attachments/39471744/download_file","bulk_download_file_name":"Little_Known_Truths_Quirky_Anecdotes_See.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471744/S.History_of_motivation.doc?1738256075=\u0026response-content-disposition=attachment%3B+filename%3DLittle_Known_Truths_Quirky_Anecdotes_See.doc\u0026Expires=1743549636\u0026Signature=XIUv8PyRKI6J6uWfyPxy9Qv8lohpa4zSYrBMh5fNAxJ7-d96oPP3n5EBZjhePkQU-Z1VyjUBgfvYi~BOWITA7F9DnOsJ9HzE7cHSmvQi3tm7Nyx56i3ROMotYvPAzvrJVHxf45F9krYWyLSplOY79DbY2I~gboKd70bD4zuDqI6N1Xmb8JkSHeCqHk~YqGatiRN4-7pHQfmYSkLw2aiEklrSbIjmJPLZSu9C8BSMLqMAkTtSRtbhTj-gxnbW52A8HqdUXakTQRswkWFSEjFf1VcDq-Y~l1ls8NLFVFBRoqz8rBVtOYCkKNiPROKdOoLplCOvRlFQld67vcHhkL2rVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":82280,"name":"Gestalt Theory","url":"https://www.academia.edu/Documents/in/Gestalt_Theory"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":598602,"name":"Psychological Theory","url":"https://www.academia.edu/Documents/in/Psychological_Theory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370064-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370083"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370083/Attributing_illness_to_old_age_Consequences_of_a_self_directed_stereotype_for_health_and_mortality"><img alt="Research paper thumbnail of Attributing illness to ‘old age:’ Consequences of a self-directed stereotype for health and mortality" class="work-thumbnail" src="https://attachments.academia-assets.com/39471761/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370083/Attributing_illness_to_old_age_Consequences_of_a_self_directed_stereotype_for_health_and_mortality">Attributing illness to ‘old age:’ Consequences of a self-directed stereotype for health and mortality</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N = 105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0d0a381b4139d52f382273e85c65e9a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471761,"asset_id":17370083,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471761/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370083"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370083"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370083; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370083]").text(description); $(".js-view-count[data-work-id=17370083]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370083; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370083']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f0d0a381b4139d52f382273e85c65e9a" } } $('.js-work-strip[data-work-id=17370083]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370083,"title":"Attributing illness to ‘old age:’ Consequences of a self-directed stereotype for health and mortality","translated_title":"","metadata":{"abstract":"Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N = 105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.","ai_title_tag":"Old Age Attribution and Health Outcomes","journal_name":"Psychology \u0026 Health, Vol. 27, No. 8, pp. 881-97","publication_date":{"day":null,"month":12,"year":2011,"errors":{}}},"translated_abstract":"Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N = 105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.","internal_url":"https://www.academia.edu/17370083/Attributing_illness_to_old_age_Consequences_of_a_self_directed_stereotype_for_health_and_mortality","translated_internal_url":"","created_at":"2015-10-27T15:00:23.399-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471761,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471761/thumbnails/1.jpg","file_name":"Attributing_illness_to_old_age_consequ20151027-2318-1cuv5fy.pdf","download_url":"https://www.academia.edu/attachments/39471761/download_file","bulk_download_file_name":"Attributing_illness_to_old_age_Consequen.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471761/Attributing_illness_to_old_age_consequ20151027-2318-1cuv5fy-libre.pdf?1445986095=\u0026response-content-disposition=attachment%3B+filename%3DAttributing_illness_to_old_age_Consequen.pdf\u0026Expires=1743457391\u0026Signature=cLb~F~rQR-pDPdB082ntrV-NMWpXSnalpGTLVKWszueXY--lUSHSWqRBOFuYuU95Lj9OQFwg09I-hgRuoRCkJinmchjCyK1XBfTeJKxa4zZQT5RPJnG97Bj5RQeTtgl7Ys6386On6NFBYLbMsY85u7R5A33PdlATzhggUalZiqXOO4Uv1BDjmJzU8EfRqN2hq05FuaSpUayOFT~UzQEDKy2JbehxepZd~ysiNRTQclqVrJn8rPLk1ze5sLaHsp-wM-iRb~kQ8YsU9UtBJWOGadodq0H5ehehBpXLilgSitHTU5QTyBVPGbwC5c9zhHhpT-el2zqTBifAvmCbcKRJiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Attributing_illness_to_old_age_Consequences_of_a_self_directed_stereotype_for_health_and_mortality","translated_slug":"","page_count":18,"language":"en","content_type":"Work","summary":"Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N = 105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471761,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471761/thumbnails/1.jpg","file_name":"Attributing_illness_to_old_age_consequ20151027-2318-1cuv5fy.pdf","download_url":"https://www.academia.edu/attachments/39471761/download_file","bulk_download_file_name":"Attributing_illness_to_old_age_Consequen.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471761/Attributing_illness_to_old_age_consequ20151027-2318-1cuv5fy-libre.pdf?1445986095=\u0026response-content-disposition=attachment%3B+filename%3DAttributing_illness_to_old_age_Consequen.pdf\u0026Expires=1743457391\u0026Signature=cLb~F~rQR-pDPdB082ntrV-NMWpXSnalpGTLVKWszueXY--lUSHSWqRBOFuYuU95Lj9OQFwg09I-hgRuoRCkJinmchjCyK1XBfTeJKxa4zZQT5RPJnG97Bj5RQeTtgl7Ys6386On6NFBYLbMsY85u7R5A33PdlATzhggUalZiqXOO4Uv1BDjmJzU8EfRqN2hq05FuaSpUayOFT~UzQEDKy2JbehxepZd~ysiNRTQclqVrJn8rPLk1ze5sLaHsp-wM-iRb~kQ8YsU9UtBJWOGadodq0H5ehehBpXLilgSitHTU5QTyBVPGbwC5c9zhHhpT-el2zqTBifAvmCbcKRJiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":260,"name":"Health Psychology","url":"https://www.academia.edu/Documents/in/Health_Psychology"},{"id":2122,"name":"Death","url":"https://www.academia.edu/Documents/in/Death"},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging"},{"id":22927,"name":"Chronic illness","url":"https://www.academia.edu/Documents/in/Chronic_illness"},{"id":24377,"name":"Mortality","url":"https://www.academia.edu/Documents/in/Mortality"},{"id":83069,"name":"Old Age","url":"https://www.academia.edu/Documents/in/Old_Age"},{"id":86018,"name":"Locus of Control","url":"https://www.academia.edu/Documents/in/Locus_of_Control"},{"id":97269,"name":"Chronic Disease","url":"https://www.academia.edu/Documents/in/Chronic_Disease"},{"id":100383,"name":"Stereotyping","url":"https://www.academia.edu/Documents/in/Stereotyping"},{"id":224578,"name":"Multiple Regression","url":"https://www.academia.edu/Documents/in/Multiple_Regression"},{"id":228832,"name":"Heart Disease","url":"https://www.academia.edu/Documents/in/Heart_Disease"},{"id":232534,"name":"Health Status","url":"https://www.academia.edu/Documents/in/Health_Status"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":806178,"name":"Older Adult","url":"https://www.academia.edu/Documents/in/Older_Adult"},{"id":1441309,"name":"Functional Status","url":"https://www.academia.edu/Documents/in/Functional_Status"},{"id":1777333,"name":"Health Outcome","url":"https://www.academia.edu/Documents/in/Health_Outcome"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370083-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370092"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370092/Whose_fault_is_it_anyway_How_do_parents_respond_to_their_child_s_setbacks"><img alt="Research paper thumbnail of Whose fault is it anyway: How do parents respond to their child’s setbacks?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Whose fault is it anyway: How do parents respond to their child’s setbacks?</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT We documented what parents report as the cause of their child’s academic and conduct set...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT We documented what parents report as the cause of their child’s academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5–18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents’ attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370092"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370092"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370092; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370092]").text(description); $(".js-view-count[data-work-id=17370092]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370092; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370092']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370092]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370092,"title":"Whose fault is it anyway: How do parents respond to their child’s setbacks?","translated_title":"","metadata":{"abstract":"ABSTRACT We documented what parents report as the cause of their child’s academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5–18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents’ attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners.","journal_name":"Social Psychology of Education Vol. 16, No. 1, pp. 95-109","publication_date":{"day":null,"month":3,"year":2013,"errors":{}}},"translated_abstract":"ABSTRACT We documented what parents report as the cause of their child’s academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5–18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents’ attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners.","internal_url":"https://www.academia.edu/17370092/Whose_fault_is_it_anyway_How_do_parents_respond_to_their_child_s_setbacks","translated_internal_url":"","created_at":"2015-10-27T15:00:24.663-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Whose_fault_is_it_anyway_How_do_parents_respond_to_their_child_s_setbacks","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"ABSTRACT We documented what parents report as the cause of their child’s academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5–18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents’ attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":126786,"name":"Social Psychology of Education","url":"https://www.academia.edu/Documents/in/Social_Psychology_of_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370092-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370135"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370135/Motivation_Past_Present_and_Future"><img alt="Research paper thumbnail of Motivation: Past, Present, and Future" class="work-thumbnail" src="https://attachments.academia-assets.com/39592424/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370135/Motivation_Past_Present_and_Future">Motivation: Past, Present, and Future</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="99041824d02f891fcd5c6677d267c68c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39592424,"asset_id":17370135,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39592424/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370135"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370135"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370135; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370135]").text(description); $(".js-view-count[data-work-id=17370135]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370135; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370135']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "99041824d02f891fcd5c6677d267c68c" } } $('.js-work-strip[data-work-id=17370135]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370135,"title":"Motivation: Past, Present, and Future","translated_title":"","metadata":{"more_info":"In K. R. Harris S. Graham, \u0026 T. Urdan (Eds.), APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues, pp. 367-397","publication_date":{"day":null,"month":null,"year":2012,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370135/Motivation_Past_Present_and_Future","translated_internal_url":"","created_at":"2015-10-27T15:00:31.594-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39592424,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39592424/thumbnails/1.jpg","file_name":"Motivation_-_Past__Present_and_Future.pdf","download_url":"https://www.academia.edu/attachments/39592424/download_file","bulk_download_file_name":"Motivation_Past_Present_and_Future.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39592424/Motivation_-_Past__Present_and_Future-libre.pdf?1446404666=\u0026response-content-disposition=attachment%3B+filename%3DMotivation_Past_Present_and_Future.pdf\u0026Expires=1743457391\u0026Signature=aQiDK6pyCFZVrYzx1eI-Pg5J651qnAfH2cpkjF-qVkbSa6eml5GGrhGFN-VV0m709rlBy9m1cRW~kfygLEC57Z112ZrRUO47OzJCrWXfCv90jJtve7JFEBdN5G3YVR8i9dvZHHLCVa5lRtGSZ9agPZmyFcmtbASy~eeUOQqLPbM6rKeDTXHtoKnRmjkWOURo5blNdbQdTe88rX6YLt9bD3kWkSx1xZSDRsMz2LylJ~~~NmK2UWBNX5e6Odf1s7dTGksIojTLIYB-X1ObzEgmbkbXG~MzSps0HBIHFQIK7ej3wEQHuXGilOKMLp4LGyWYVvDY~6i51zYszyjLSORf5w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivation_Past_Present_and_Future","translated_slug":"","page_count":31,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39592424,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39592424/thumbnails/1.jpg","file_name":"Motivation_-_Past__Present_and_Future.pdf","download_url":"https://www.academia.edu/attachments/39592424/download_file","bulk_download_file_name":"Motivation_Past_Present_and_Future.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39592424/Motivation_-_Past__Present_and_Future-libre.pdf?1446404666=\u0026response-content-disposition=attachment%3B+filename%3DMotivation_Past_Present_and_Future.pdf\u0026Expires=1743457391\u0026Signature=aQiDK6pyCFZVrYzx1eI-Pg5J651qnAfH2cpkjF-qVkbSa6eml5GGrhGFN-VV0m709rlBy9m1cRW~kfygLEC57Z112ZrRUO47OzJCrWXfCv90jJtve7JFEBdN5G3YVR8i9dvZHHLCVa5lRtGSZ9agPZmyFcmtbASy~eeUOQqLPbM6rKeDTXHtoKnRmjkWOURo5blNdbQdTe88rX6YLt9bD3kWkSx1xZSDRsMz2LylJ~~~NmK2UWBNX5e6Odf1s7dTGksIojTLIYB-X1ObzEgmbkbXG~MzSps0HBIHFQIK7ej3wEQHuXGilOKMLp4LGyWYVvDY~6i51zYszyjLSORf5w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370135-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370144"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370144/Ultimate_and_Proximal_Determinants_of_Motivation_Given_an_Attribution_Perspective_and_the_Metaphors_Guiding_Attribution_Theory"><img alt="Research paper thumbnail of Ultimate and Proximal Determinants of Motivation Given an Attribution Perspective and the Metaphors Guiding Attribution Theory" class="work-thumbnail" src="https://attachments.academia-assets.com/39575405/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370144/Ultimate_and_Proximal_Determinants_of_Motivation_Given_an_Attribution_Perspective_and_the_Metaphors_Guiding_Attribution_Theory">Ultimate and Proximal Determinants of Motivation Given an Attribution Perspective and the Metaphors Guiding Attribution Theory</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Attribution theory includes mastery and maintenance of society among its ultimate determinants of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Attribution theory includes mastery and maintenance of society among its ultimate determinants of action and a variety of information sources and emotions as the proximal or immediate determinants of motivation. These goals are guided by two metaphors: the person as a scientist and the person as a judge. I discuss these positions and point out some of the perceived limitations of the articles in this special issue.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a72126ed0d61c6c0eae58cfa0ddac3a9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39575405,"asset_id":17370144,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39575405/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370144"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370144"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370144; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370144]").text(description); $(".js-view-count[data-work-id=17370144]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370144; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370144']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a72126ed0d61c6c0eae58cfa0ddac3a9" } } $('.js-work-strip[data-work-id=17370144]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370144,"title":"Ultimate and Proximal Determinants of Motivation Given an Attribution Perspective and the Metaphors Guiding Attribution Theory","translated_title":"","metadata":{"abstract":"Attribution theory includes mastery and maintenance of society among its ultimate determinants of action and a variety of information sources and emotions as the proximal or immediate determinants of motivation. These goals are guided by two metaphors: the person as a scientist and the person as a judge. I discuss these positions and point out some of the perceived limitations of the articles in this special issue.","ai_title_tag":"Determinants of Motivation in Attribution Theory","journal_name":"Group \u0026 Organization Management, Vol. 36, No. 4, pp. 526-532","publication_date":{"day":null,"month":7,"year":2011,"errors":{}}},"translated_abstract":"Attribution theory includes mastery and maintenance of society among its ultimate determinants of action and a variety of information sources and emotions as the proximal or immediate determinants of motivation. These goals are guided by two metaphors: the person as a scientist and the person as a judge. I discuss these positions and point out some of the perceived limitations of the articles in this special issue.","internal_url":"https://www.academia.edu/17370144/Ultimate_and_Proximal_Determinants_of_Motivation_Given_an_Attribution_Perspective_and_the_Metaphors_Guiding_Attribution_Theory","translated_internal_url":"","created_at":"2015-10-27T15:00:33.045-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39575405,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39575405/thumbnails/1.jpg","file_name":"2011_-_Ultimate_and_Proximal_Determinants_of_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39575405/download_file","bulk_download_file_name":"Ultimate_and_Proximal_Determinants_of_Mo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39575405/2011_-_Ultimate_and_Proximal_Determinants_of_Motivation-libre.pdf?1446315216=\u0026response-content-disposition=attachment%3B+filename%3DUltimate_and_Proximal_Determinants_of_Mo.pdf\u0026Expires=1743457391\u0026Signature=LnRKKpTvu9g0F-Zye9kzxXUyo-yxD1Hb2auDiw80RfELKOgMWVEbf9c881FIMQ3jF~~0yJczGIKrFN8FrncIEsRI1IcvC82Z9Tv1EclGBMz21ecm68VoJBbAxolYCQl1bdpf6vbf0VMm4zjEuy-ug9Q1adG-Cw8MesyhDjs3uMa0-VIZIGSwdlYZVwN1Pr~wC~VxMOEw9jMjvaQxtsvs2W0GewrOwYBW5DRCefPOr7V3x5etbqqX-o1kOUPB7Fes5AqBpbofuR-fOu~8UI6JU6cdTfYZPwI~Adg~xLaMVyXU1QhX8HDGfNjbrQzwyyNp3sLxRV4UKk9DOOTDtuvhUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Ultimate_and_Proximal_Determinants_of_Motivation_Given_an_Attribution_Perspective_and_the_Metaphors_Guiding_Attribution_Theory","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Attribution theory includes mastery and maintenance of society among its ultimate determinants of action and a variety of information sources and emotions as the proximal or immediate determinants of motivation. These goals are guided by two metaphors: the person as a scientist and the person as a judge. I discuss these positions and point out some of the perceived limitations of the articles in this special issue.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39575405,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39575405/thumbnails/1.jpg","file_name":"2011_-_Ultimate_and_Proximal_Determinants_of_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39575405/download_file","bulk_download_file_name":"Ultimate_and_Proximal_Determinants_of_Mo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39575405/2011_-_Ultimate_and_Proximal_Determinants_of_Motivation-libre.pdf?1446315216=\u0026response-content-disposition=attachment%3B+filename%3DUltimate_and_Proximal_Determinants_of_Mo.pdf\u0026Expires=1743457391\u0026Signature=LnRKKpTvu9g0F-Zye9kzxXUyo-yxD1Hb2auDiw80RfELKOgMWVEbf9c881FIMQ3jF~~0yJczGIKrFN8FrncIEsRI1IcvC82Z9Tv1EclGBMz21ecm68VoJBbAxolYCQl1bdpf6vbf0VMm4zjEuy-ug9Q1adG-Cw8MesyhDjs3uMa0-VIZIGSwdlYZVwN1Pr~wC~VxMOEw9jMjvaQxtsvs2W0GewrOwYBW5DRCefPOr7V3x5etbqqX-o1kOUPB7Fes5AqBpbofuR-fOu~8UI6JU6cdTfYZPwI~Adg~xLaMVyXU1QhX8HDGfNjbrQzwyyNp3sLxRV4UKk9DOOTDtuvhUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370144-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370147"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370147/The_Attribution_Approach_to_Emotion_and_Motivation_History_Hypotheses_Home_Runs_Headaches_Heartaches"><img alt="Research paper thumbnail of The Attribution Approach to Emotion and Motivation: History, Hypotheses, Home Runs, Headaches/Heartaches" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The Attribution Approach to Emotion and Motivation: History, Hypotheses, Home Runs, Headaches/Heartaches</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article the history of the attribution approach to emotion and motivation is reviewed. Ea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article the history of the attribution approach to emotion and motivation is reviewed. Early motivation theorists incorporated emotion within the pleasure/pain principle but they did not recognize specific emotions. This changed when Atkinson introduced his theory of achievement motivation, which argued that achievement strivings are determined by the anticipated emotions of pride and shame. Attribution theorists then suggested many other emotional reactions to success and failure that are determined by the perceived causes of achievement outcomes and the shared characteristics or dimensions of causality. The article outlines the hypothesized dimensional antecedents of a number of self-and other-directed achievement-related emotions following success (admiration, apprehension, confidence, disliking, envy, gratitude, liking, pride, and surprise) and failure (anger, guilt, helplessness, hope, hopelessness, pity, regret, Schadenfreude, scorn, shame, surprise, and sympathy). Motivational consequences of emotions also are highlighted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370147"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370147"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370147; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370147]").text(description); $(".js-view-count[data-work-id=17370147]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370147; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370147']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370147]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370147,"title":"The Attribution Approach to Emotion and Motivation: History, Hypotheses, Home Runs, Headaches/Heartaches","translated_title":"","metadata":{"abstract":"In this article the history of the attribution approach to emotion and motivation is reviewed. Early motivation theorists incorporated emotion within the pleasure/pain principle but they did not recognize specific emotions. This changed when Atkinson introduced his theory of achievement motivation, which argued that achievement strivings are determined by the anticipated emotions of pride and shame. Attribution theorists then suggested many other emotional reactions to success and failure that are determined by the perceived causes of achievement outcomes and the shared characteristics or dimensions of causality. The article outlines the hypothesized dimensional antecedents of a number of self-and other-directed achievement-related emotions following success (admiration, apprehension, confidence, disliking, envy, gratitude, liking, pride, and surprise) and failure (anger, guilt, helplessness, hope, hopelessness, pity, regret, Schadenfreude, scorn, shame, surprise, and sympathy). Motivational consequences of emotions also are highlighted.","journal_name":"Emotion Review, Vol. 6, No. 4, pp. :353-361","publication_date":{"day":null,"month":9,"year":2014,"errors":{}}},"translated_abstract":"In this article the history of the attribution approach to emotion and motivation is reviewed. Early motivation theorists incorporated emotion within the pleasure/pain principle but they did not recognize specific emotions. This changed when Atkinson introduced his theory of achievement motivation, which argued that achievement strivings are determined by the anticipated emotions of pride and shame. Attribution theorists then suggested many other emotional reactions to success and failure that are determined by the perceived causes of achievement outcomes and the shared characteristics or dimensions of causality. The article outlines the hypothesized dimensional antecedents of a number of self-and other-directed achievement-related emotions following success (admiration, apprehension, confidence, disliking, envy, gratitude, liking, pride, and surprise) and failure (anger, guilt, helplessness, hope, hopelessness, pity, regret, Schadenfreude, scorn, shame, surprise, and sympathy). Motivational consequences of emotions also are highlighted.","internal_url":"https://www.academia.edu/17370147/The_Attribution_Approach_to_Emotion_and_Motivation_History_Hypotheses_Home_Runs_Headaches_Heartaches","translated_internal_url":"","created_at":"2015-10-27T15:00:33.468-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Attribution_Approach_to_Emotion_and_Motivation_History_Hypotheses_Home_Runs_Headaches_Heartaches","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"In this article the history of the attribution approach to emotion and motivation is reviewed. Early motivation theorists incorporated emotion within the pleasure/pain principle but they did not recognize specific emotions. This changed when Atkinson introduced his theory of achievement motivation, which argued that achievement strivings are determined by the anticipated emotions of pride and shame. Attribution theorists then suggested many other emotional reactions to success and failure that are determined by the perceived causes of achievement outcomes and the shared characteristics or dimensions of causality. The article outlines the hypothesized dimensional antecedents of a number of self-and other-directed achievement-related emotions following success (admiration, apprehension, confidence, disliking, envy, gratitude, liking, pride, and surprise) and failure (anger, guilt, helplessness, hope, hopelessness, pity, regret, Schadenfreude, scorn, shame, surprise, and sympathy). Motivational consequences of emotions also are highlighted.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370147-figures'); } }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="2000s" id="2000s"><h3 class="profile--tab_heading_container">2000s by Bernard Weiner</h3></div><div class="js-work-strip profile--work_container" data-work-id="17370133"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370133/An_Attributional_Approach_to_Perceived_Responsibility_for_Transgressions_Extensions_to_Child_Abuse_Punishment_Goals_and_Political_Ideology"><img alt="Research paper thumbnail of An Attributional Approach to Perceived Responsibility for Transgressions: Extensions to Child Abuse, Punishment Goals and Political Ideology" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">An Attributional Approach to Perceived Responsibility for Transgressions: Extensions to Child Abuse, Punishment Goals and Political Ideology</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract: A theory of social conduct is reviewed in which attributions of causality and inference...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract: A theory of social conduct is reviewed in which attributions of causality and inferences of responsibility are the key concepts. A meta-analysis testing this theory in the domain of help-giving provides strong support for the conceptualisation. Current research ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370133"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370133"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370133; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370133]").text(description); $(".js-view-count[data-work-id=17370133]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370133; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370133']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370133]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370133,"title":"An Attributional Approach to Perceived Responsibility for Transgressions: Extensions to Child Abuse, Punishment Goals and Political Ideology","translated_title":"","metadata":{"abstract":"Abstract: A theory of social conduct is reviewed in which attributions of causality and inferences of responsibility are the key concepts. A meta-analysis testing this theory in the domain of help-giving provides strong support for the conceptualisation. Current research ...","more_info":"in A. E. Auhagen and H.-W. Bierhoff (Eds.), Responsibility: The many faces of a social phenomenon (pp. 49-60). ","publisher":"London: Routledge.","publication_date":{"day":null,"month":null,"year":2001,"errors":{}}},"translated_abstract":"Abstract: A theory of social conduct is reviewed in which attributions of causality and inferences of responsibility are the key concepts. A meta-analysis testing this theory in the domain of help-giving provides strong support for the conceptualisation. Current research ...","internal_url":"https://www.academia.edu/17370133/An_Attributional_Approach_to_Perceived_Responsibility_for_Transgressions_Extensions_to_Child_Abuse_Punishment_Goals_and_Political_Ideology","translated_internal_url":"","created_at":"2015-10-27T15:00:31.442-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"An_Attributional_Approach_to_Perceived_Responsibility_for_Transgressions_Extensions_to_Child_Abuse_Punishment_Goals_and_Political_Ideology","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Abstract: A theory of social conduct is reviewed in which attributions of causality and inferences of responsibility are the key concepts. A meta-analysis testing this theory in the domain of help-giving provides strong support for the conceptualisation. Current research ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370133-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370150"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370150/Cap%C3%ADtulo_1_Attributional_Theorists_Have_Hearts_and_Minds_and_Perhaps_Souls_as_Well"><img alt="Research paper thumbnail of Capítulo 1. Attributional Theorists Have Hearts and Minds, and Perhaps Souls as Well" class="work-thumbnail" src="https://attachments.academia-assets.com/39563368/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370150/Cap%C3%ADtulo_1_Attributional_Theorists_Have_Hearts_and_Minds_and_Perhaps_Souls_as_Well">Capítulo 1. Attributional Theorists Have Hearts and Minds, and Perhaps Souls as Well</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25edc34c8ec736da239e962999648f01" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39563368,"asset_id":17370150,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39563368/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370150"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370150"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370150; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370150]").text(description); $(".js-view-count[data-work-id=17370150]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370150; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370150']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "25edc34c8ec736da239e962999648f01" } } $('.js-work-strip[data-work-id=17370150]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370150,"title":"Capítulo 1. Attributional Theorists Have Hearts and Minds, and Perhaps Souls as Well","translated_title":"","metadata":{"more_info":"in Bilbao, Itziar Etxebarria , Aitor Aritzeta Galán, Esther Barberá Heredia, Mariano Chóliz Montañés, María Pilar Jiménez Aleixandre, Francisco Martínez Sánchez, Pedro Manuel Mateos García, Darío Páez Rovira, eds, Emoción y Motivación: Contribuciones Actuales, Vol II: Motivación, (2008) pp. 11-32","organization":"Motivation and Emotion Association. Symposium (5th. 2007.San Sebastian)","publication_date":{"day":null,"month":null,"year":2008,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370150/Cap%C3%ADtulo_1_Attributional_Theorists_Have_Hearts_and_Minds_and_Perhaps_Souls_as_Well","translated_internal_url":"","created_at":"2015-10-27T15:00:34.360-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39563368,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39563368/thumbnails/1.jpg","file_name":"Attributions_Theorists_hav_hearts_and_minds.pdf","download_url":"https://www.academia.edu/attachments/39563368/download_file","bulk_download_file_name":"Capitulo_1_Attributional_Theorists_Have.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39563368/Attributions_Theorists_hav_hearts_and_minds-libre.pdf?1446243500=\u0026response-content-disposition=attachment%3B+filename%3DCapitulo_1_Attributional_Theorists_Have.pdf\u0026Expires=1743457391\u0026Signature=LqlTFnKBRG5Z3WCVTAItaCw8jHpXqTW-bxKHrPwcTFo5rbvWWIQ1nN~33VbuRB6Xba1V62Gv6aicWQB~72luLpXJS-rq5sPRxpbyiOqHyx-9h93A0Fv7kg3hCkpPWD32LEV3kGuDQT2C4tgeJ51n8XXlY89L1JAkimpVVu0lAP1khFMw9u~KIOxa4RbMvLnk8Z-EvGQT7s-dP9jYfGI9cGrTyRCQSU6a~qX5dzvoHg336sCUhvN~mNjMFRks-ahsy7arQf8d97ICvStK9Cz6B98evrWSFVXi8zaHZdeu60dLtc3SXsZx2DNrV3n8MHbignnZ1cPIMSk~Iz55BiSC2w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Capítulo_1_Attributional_Theorists_Have_Hearts_and_Minds_and_Perhaps_Souls_as_Well","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39563368,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39563368/thumbnails/1.jpg","file_name":"Attributions_Theorists_hav_hearts_and_minds.pdf","download_url":"https://www.academia.edu/attachments/39563368/download_file","bulk_download_file_name":"Capitulo_1_Attributional_Theorists_Have.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39563368/Attributions_Theorists_hav_hearts_and_minds-libre.pdf?1446243500=\u0026response-content-disposition=attachment%3B+filename%3DCapitulo_1_Attributional_Theorists_Have.pdf\u0026Expires=1743457391\u0026Signature=LqlTFnKBRG5Z3WCVTAItaCw8jHpXqTW-bxKHrPwcTFo5rbvWWIQ1nN~33VbuRB6Xba1V62Gv6aicWQB~72luLpXJS-rq5sPRxpbyiOqHyx-9h93A0Fv7kg3hCkpPWD32LEV3kGuDQT2C4tgeJ51n8XXlY89L1JAkimpVVu0lAP1khFMw9u~KIOxa4RbMvLnk8Z-EvGQT7s-dP9jYfGI9cGrTyRCQSU6a~qX5dzvoHg336sCUhvN~mNjMFRks-ahsy7arQf8d97ICvStK9Cz6B98evrWSFVXi8zaHZdeu60dLtc3SXsZx2DNrV3n8MHbignnZ1cPIMSk~Iz55BiSC2w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370150-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="572734"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/572734/Social_emotions_and_personality_inferences_A_scaffold_for_a_new_direction_in_the_study_of_achievement_motivation"><img alt="Research paper thumbnail of Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/2946342/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/572734/Social_emotions_and_personality_inferences_A_scaffold_for_a_new_direction_in_the_study_of_achievement_motivation">Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://haifa.academia.edu/ShlomoHareli">Shlomo Hareli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span>Educational Psychologist</span><span>, Jan 1, 2002</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-572734-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-572734-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29608658/table-1-intemal-uncontrollable-internal-uns-controllable"><img alt="‘Intemal, stable, uncontrollable. "Internal, unstable, controllable. “Success only; external, unstable, controllable (by other). “Failure only; external, stable, un- controllable. Emotions and Social Inferences of the Achiever, Teacher, and Peer Related to Task Outcome and Causal Attributions TABLE 1 " class="figure-slide-image" src="https://figures.academia-assets.com/2946342/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-572734-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2dd5dd1140771b751b6e254d16952f27" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":2946342,"asset_id":572734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/2946342/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="572734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="572734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 572734; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=572734]").text(description); $(".js-view-count[data-work-id=572734]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 572734; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='572734']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2dd5dd1140771b751b6e254d16952f27" } } $('.js-work-strip[data-work-id=572734]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":572734,"title":"Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation","translated_title":"","metadata":{"publisher":"informaworld.com","ai_abstract":"The paper explores the intersection of social emotions and personality inferences within the context of achievement motivation. It argues that understanding emotions such as envy, schadenfreude, and pride can enhance our comprehension of motivational dynamics in educational settings. Various research methodologies, including vignette studies and diary reports, are suggested to empirically investigate these emotional processes and their implications for performance evaluation and classroom interactions.","publication_date":{"day":1,"month":1,"year":2002,"errors":{}},"publication_name":"Educational Psychologist"},"translated_abstract":null,"internal_url":"https://www.academia.edu/572734/Social_emotions_and_personality_inferences_A_scaffold_for_a_new_direction_in_the_study_of_achievement_motivation","translated_internal_url":"","created_at":"2011-05-08T04:23:29.303-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":91734,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":5994834,"work_id":572734,"tagging_user_id":91734,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation"}],"downloadable_attachments":[{"id":2946342,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/2946342/thumbnails/1.jpg","file_name":"Edupaper_2002.pdf","download_url":"https://www.academia.edu/attachments/2946342/download_file","bulk_download_file_name":"Social_emotions_and_personality_inferenc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/2946342/Edupaper_2002-libre.pdf?1390829521=\u0026response-content-disposition=attachment%3B+filename%3DSocial_emotions_and_personality_inferenc.pdf\u0026Expires=1743457391\u0026Signature=BIgo~5uA0M8F2pDvTE4prEYlq4BeftI0LSB8992su1vKzv3Wp-3vamvsCQ5l~FSCxnhpIkajUqZbEBmhnIJC8QNfulIHkii46SPnZK5TyJEJKLElrLE2g1GeV1pFYNfSUuefkWGHd~mNZP~28ilqzvH~TyeYLNd3MGA4e9agutUoNW8AlSICud2rzOwvLkaYI-xBU7GOuLkyB1Ywfi44eQ8KGGoli0W4Z4du6L8LkEkfQbonpTQ6kQg1oIY8hTQksBtSnOoR2ESurVIBFRcsv2CFcZsMzv4C4W~tkqu2NUbCOhpYDzb1KN0mSDoS~qaS8NXFEhQcAm0ew-pCNJ4~uA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_emotions_and_personality_inferences_A_scaffold_for_a_new_direction_in_the_study_of_achievement_motivation","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":null,"owner":{"id":91734,"first_name":"Shlomo","middle_initials":null,"last_name":"Hareli","page_name":"ShlomoHareli","domain_name":"haifa","created_at":"2009-11-28T21:18:25.433-08:00","display_name":"Shlomo Hareli","url":"https://haifa.academia.edu/ShlomoHareli"},"attachments":[{"id":2946342,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/2946342/thumbnails/1.jpg","file_name":"Edupaper_2002.pdf","download_url":"https://www.academia.edu/attachments/2946342/download_file","bulk_download_file_name":"Social_emotions_and_personality_inferenc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/2946342/Edupaper_2002-libre.pdf?1390829521=\u0026response-content-disposition=attachment%3B+filename%3DSocial_emotions_and_personality_inferenc.pdf\u0026Expires=1743457391\u0026Signature=BIgo~5uA0M8F2pDvTE4prEYlq4BeftI0LSB8992su1vKzv3Wp-3vamvsCQ5l~FSCxnhpIkajUqZbEBmhnIJC8QNfulIHkii46SPnZK5TyJEJKLElrLE2g1GeV1pFYNfSUuefkWGHd~mNZP~28ilqzvH~TyeYLNd3MGA4e9agutUoNW8AlSICud2rzOwvLkaYI-xBU7GOuLkyB1Ywfi44eQ8KGGoli0W4Z4du6L8LkEkfQbonpTQ6kQg1oIY8hTQksBtSnOoR2ESurVIBFRcsv2CFcZsMzv4C4W~tkqu2NUbCOhpYDzb1KN0mSDoS~qaS8NXFEhQcAm0ew-pCNJ4~uA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion"},{"id":4784,"name":"Attribution Theory","url":"https://www.academia.edu/Documents/in/Attribution_Theory"},{"id":9456,"name":"Emotions (Social Psychology)","url":"https://www.academia.edu/Documents/in/Emotions_Social_Psychology_"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"},{"id":18441,"name":"Deservingness","url":"https://www.academia.edu/Documents/in/Deservingness"},{"id":18442,"name":"Social emotions","url":"https://www.academia.edu/Documents/in/Social_emotions"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-572734-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="572748"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/572748/Honesty_doesnt_always_pay_the_role_of_honesty_of_accounts_for_success_made_in_an_educational_setting_in_inferences_of_modesty_and_arrogance"><img alt="Research paper thumbnail of Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://haifa.academia.edu/ShlomoHareli">Shlomo Hareli</a></span></div><div class="wp-workCard_item"><span>Social Psychology of Education</span><span>, Jan 1, 2006</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f4a3b88108cb64e4eec4083f43367484" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":2946377,"asset_id":572748,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/2946377/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="572748"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="572748"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 572748; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=572748]").text(description); $(".js-view-count[data-work-id=572748]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 572748; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='572748']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f4a3b88108cb64e4eec4083f43367484" } } $('.js-work-strip[data-work-id=572748]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":572748,"title":"Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance","translated_title":"","metadata":{"publisher":"Springer","publication_date":{"day":1,"month":1,"year":2006,"errors":{}},"publication_name":"Social Psychology of Education"},"translated_abstract":null,"internal_url":"https://www.academia.edu/572748/Honesty_doesnt_always_pay_the_role_of_honesty_of_accounts_for_success_made_in_an_educational_setting_in_inferences_of_modesty_and_arrogance","translated_internal_url":"","created_at":"2011-05-08T04:27:20.609-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":91734,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":7873482,"work_id":572748,"tagging_user_id":91734,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance"},{"id":21218701,"work_id":572748,"tagging_user_id":34438703,"tagged_user_id":10659421,"co_author_invite_id":null,"email":"j***e@mod-langs.ox.ac.uk","affiliation":"University of Oxford","display_order":4194304,"name":"Jennifer Yee","title":"Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance"}],"downloadable_attachments":[],"slug":"Honesty_doesnt_always_pay_the_role_of_honesty_of_accounts_for_success_made_in_an_educational_setting_in_inferences_of_modesty_and_arrogance","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":91734,"first_name":"Shlomo","middle_initials":null,"last_name":"Hareli","page_name":"ShlomoHareli","domain_name":"haifa","created_at":"2009-11-28T21:18:25.433-08:00","display_name":"Shlomo Hareli","url":"https://haifa.academia.edu/ShlomoHareli"},"attachments":[{"id":2946377,"title":"","file_type":"","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"","download_url":"https://www.academia.edu/attachments/2946377/download_file","bulk_download_file_name":"Honesty_doesnt_always_pay_the_role_of_ho","bulk_download_url":"http://research.haifa.ac.il/~shareli/Hareli%20et%20al%20paper%20-%20final.pdf"}],"research_interests":[{"id":4784,"name":"Attribution Theory","url":"https://www.academia.edu/Documents/in/Attribution_Theory"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"}],"urls":[{"id":4508498,"url":"http://research.haifa.ac.il/~shareli/Hareli%20et%20al%20paper%20-%20final.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-572748-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369964"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369964/Social_motivation_and_moral_emotions_An_attribution_perspective"><img alt="Research paper thumbnail of Social motivation and moral emotions: An attribution perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/39843578/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369964/Social_motivation_and_moral_emotions_An_attribution_perspective">Social motivation and moral emotions: An attribution perspective</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Soci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Social Conduct (Weiner, 1995) was published. In the subsequent decade, the theoretical and empirical work presented there has expanded in many directions. These extensions ...</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369964-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369964-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632183/figure-1-sure-help-giving-and-aggression-from-an"><img alt="sure 2.2. Help-giving and aggression from an attributional perspective. " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632196/figure-2-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632204/figure-2-admiration-as-function-of-the-real-and-communicated"><img alt="Figure 2.5. Admiration as a function of the real and communicated (stated) causes of success (from Hareli, Weiner, & Yee, 2004) " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632211/figure-2-arrogance-as-function-of-the-real-and-communicated"><img alt="figure 2.6. Arrogance as a function of the real and communicated (stated) causes of success (from Hareli, Weiner, & Yee, 2004). " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632220/figure-5-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632224/figure-6-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632230/table-1-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632236/table-2-path-coefficients-for-help-giving-model-for-the"><img alt="Table 2.3. Path Coefficients for Help-Giving (Model 1) for the Moderator Type of Investigation (from Rudoiph et al., in press) " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632240/table-3-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632246/table-2-classification-of-the-moral-emotions-the-moral"><img alt="Table 2.8. Classification of the Moral Emotions The moral emotions are shown in Table 2.8. The table distinguishes moral emotions on three dimensions: (1) if the emotion is self vs. other directed (e.g., guilt versus gratitude); (2) if the emotion is ability- versus effort-linked (i.e., if the emotion falls within the top or bottom half of the theory shown in Figure 2.1); and (3) whether the reaction is positive or negative. In Table 2.8 it can be seen that 12 moral emotions have been directed (e.g., guilt versus gratitude); (2) if the emotion is ability- versus " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/table_004.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369964-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f9847e3a6b78a3593e4638c3a6b53f67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39843578,"asset_id":17369964,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39843578/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369964"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369964"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369964; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369964]").text(description); $(".js-view-count[data-work-id=17369964]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369964; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369964']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f9847e3a6b78a3593e4638c3a6b53f67" } } $('.js-work-strip[data-work-id=17369964]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369964,"title":"Social motivation and moral emotions: An attribution perspective","translated_title":"","metadata":{"abstract":"It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Social Conduct (Weiner, 1995) was published. In the subsequent decade, the theoretical and empirical work presented there has expanded in many directions. These extensions ...","more_info":"In Martinko, M. J. (Ed.), Attribution theory in the organizational sciences (pp. 4-24). Grenwich, Ct.: Information Age Publishing. Reprinted in I. Etxebarria (Ed.), Emotion and Motivation, Vol. II (pp. 11-32). Association of Motivation and Emotion: Spain.","ai_title_tag":"Attribution in Social Motivation and Morality","publication_date":{"day":null,"month":null,"year":2004,"errors":{}}},"translated_abstract":"It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Social Conduct (Weiner, 1995) was published. In the subsequent decade, the theoretical and empirical work presented there has expanded in many directions. These extensions ...","internal_url":"https://www.academia.edu/17369964/Social_motivation_and_moral_emotions_An_attribution_perspective","translated_internal_url":"","created_at":"2015-10-27T14:59:52.034-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39843578,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843578/thumbnails/1.jpg","file_name":"2004_-_Social_Motivations_and_Moral_Emotions.pdf","download_url":"https://www.academia.edu/attachments/39843578/download_file","bulk_download_file_name":"Social_motivation_and_moral_emotions_An.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843578/2004_-_Social_Motivations_and_Moral_Emotions-libre.pdf?1447105086=\u0026response-content-disposition=attachment%3B+filename%3DSocial_motivation_and_moral_emotions_An.pdf\u0026Expires=1743457391\u0026Signature=c4sS0q6~dYt7M1sVJq~ir9XFQXl7LTo2Bje4UIDzGo471-lw9Ybxw-u2zN7wJnVLchQTqxkXYyjtJeL7kKCYFf2V-0yjRgOwyuA4QYA9UZpK4KztnwdE2QPN5sFAumhqYH7WOyJ2ns1NE5v9pOCKe0cN2wpnzvEQ0SPsqWFGJ14u92~Aa4UVkqxA8OqVL2LlsQuJm93ZDTl9U7BxeeyVSSpstd-K6Upr0C8GrLzaYx8NNqbYAoyBOIS7usOF41Ot2kZ4~ZNeND5dmTOc5y8matbxFQiIvcF4DJjLcWTMmYI6QRN3RnKCiU85q6iuLgHyGOB1wOwPsyyyQDb54ODhsA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_motivation_and_moral_emotions_An_attribution_perspective","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":"It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Social Conduct (Weiner, 1995) was published. In the subsequent decade, the theoretical and empirical work presented there has expanded in many directions. These extensions ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39843578,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843578/thumbnails/1.jpg","file_name":"2004_-_Social_Motivations_and_Moral_Emotions.pdf","download_url":"https://www.academia.edu/attachments/39843578/download_file","bulk_download_file_name":"Social_motivation_and_moral_emotions_An.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843578/2004_-_Social_Motivations_and_Moral_Emotions-libre.pdf?1447105086=\u0026response-content-disposition=attachment%3B+filename%3DSocial_motivation_and_moral_emotions_An.pdf\u0026Expires=1743457391\u0026Signature=c4sS0q6~dYt7M1sVJq~ir9XFQXl7LTo2Bje4UIDzGo471-lw9Ybxw-u2zN7wJnVLchQTqxkXYyjtJeL7kKCYFf2V-0yjRgOwyuA4QYA9UZpK4KztnwdE2QPN5sFAumhqYH7WOyJ2ns1NE5v9pOCKe0cN2wpnzvEQ0SPsqWFGJ14u92~Aa4UVkqxA8OqVL2LlsQuJm93ZDTl9U7BxeeyVSSpstd-K6Upr0C8GrLzaYx8NNqbYAoyBOIS7usOF41Ot2kZ4~ZNeND5dmTOc5y8matbxFQiIvcF4DJjLcWTMmYI6QRN3RnKCiU85q6iuLgHyGOB1wOwPsyyyQDb54ODhsA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369964-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369967"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369967/Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression"><img alt="Research paper thumbnail of Remorse, Confession, Group Identity, and Expectancies About Repeating a Transgression" class="work-thumbnail" src="https://attachments.academia-assets.com/41909047/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369967/Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression">Remorse, Confession, Group Identity, and Expectancies About Repeating a Transgression</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Within impression management and attribution research confession presents a paradox. Rather than ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Within impression management and attribution research confession presents a paradox. Rather than trying to reduce blame, confessors accept responsibility for the transgression. Yet confession is an effective strategy for positive impression formation. In this article, the explanation for these benefits focuses on other's utilitarian concerns regarding future expectations of negative behavior by the transgressor. In 3 studies, level of remorse, harm, personal relevance, and group status are examined in situations of transgression. Remorse had the largest overall multivariate effect on the measures of forgiveness. Most affected by level of remorse was the perceived stability of the cause of transgressor's actions, which was a major antecedent of expectancies regarding future negative acts. It appears that an effective confession must include remorse to positively affect these future expectancies.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369967-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369967-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960667/table-1-arene-set-roy-bargmann-stepdown-tests-for-remorse"><img alt="arene Set Roy-Bargmann Stepdown F Tests for Remorse Versus No-Confession Versus No-Remorse With Stability Entered First and Then Last " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960684/table-1-ratings-as-function-of-remorseno-remorseno"><img alt="Ratings as a Function of Remorse—No-Remorse—No-Confession Note, Rem=remorse; No-Rem =no remorse; No-Con = no confession. Higher means represent more of a variable. All df= (2, 361), Means in the same row that do not that share subscripts differ at p < .05 in the Tukey HSD comparison. 17 = partial eta’. *n< 001. TABLE 1 " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960694/table-5-ratings-of-the-transgressor-as-function-of-harm-or"><img alt="Ratings of the Transgressor as a Function of Harm or No Harm Note, Higher means represent more of a variable. All df= (1, 329). n? = partial eta’. «6h ORL Ne 886! Onn TABLE 5 " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960704/table-6-ratings-of-the-transgressor-as-function-of-direct-or"><img alt="Ratings of the Transgressor as a Function of Direct or Indirect Confession Note. Higher m . . partial ete?, 6 eans represent more of a variable. All df= (1, 329). n?= "n< 005. TABLE 6 " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960716/table-5-note-correlations-among-pretest-prespeech-variables"><img alt="Note, Correlations among pretest (prespeech) variables appear above main diagonal, correlations among posttest (postspeech) variables appear below maix diagonal, and pretest—posttest correlations appear on the main diagonal. “p< .05. “p<.01. Pearson Bivariate Correlations for Study 3 " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960720/table-6-note-standard-deviations-appear-on-the-diagonal"><img alt="Note. Standard deviations appear on the diagonal. " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_006.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369967-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c643232b8c1313c380ff28f8e62f06bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":41909047,"asset_id":17369967,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/41909047/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369967]").text(description); $(".js-view-count[data-work-id=17369967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c643232b8c1313c380ff28f8e62f06bd" } } $('.js-work-strip[data-work-id=17369967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369967,"title":"Remorse, Confession, Group Identity, and Expectancies About Repeating a Transgression","translated_title":"","metadata":{"abstract":"Within impression management and attribution research confession presents a paradox. Rather than trying to reduce blame, confessors accept responsibility for the transgression. Yet confession is an effective strategy for positive impression formation. In this article, the explanation for these benefits focuses on other's utilitarian concerns regarding future expectations of negative behavior by the transgressor. In 3 studies, level of remorse, harm, personal relevance, and group status are examined in situations of transgression. Remorse had the largest overall multivariate effect on the measures of forgiveness. Most affected by level of remorse was the perceived stability of the cause of transgressor's actions, which was a major antecedent of expectancies regarding future negative acts. It appears that an effective confession must include remorse to positively affect these future expectancies.","ai_title_tag":"Confession and Remorse: Impact on Forgiveness and Future Behavior","journal_name":"Basic and Applied Social Psychology, Vol. 22, No. 4, pp. 291-300","publication_date":{"day":null,"month":12,"year":2000,"errors":{}}},"translated_abstract":"Within impression management and attribution research confession presents a paradox. Rather than trying to reduce blame, confessors accept responsibility for the transgression. Yet confession is an effective strategy for positive impression formation. In this article, the explanation for these benefits focuses on other's utilitarian concerns regarding future expectations of negative behavior by the transgressor. In 3 studies, level of remorse, harm, personal relevance, and group status are examined in situations of transgression. Remorse had the largest overall multivariate effect on the measures of forgiveness. Most affected by level of remorse was the perceived stability of the cause of transgressor's actions, which was a major antecedent of expectancies regarding future negative acts. It appears that an effective confession must include remorse to positively affect these future expectancies.","internal_url":"https://www.academia.edu/17369967/Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression","translated_internal_url":"","created_at":"2015-10-27T14:59:53.123-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":41909047,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41909047/thumbnails/1.jpg","file_name":"Remorse_Confession_Group_Identity_and_Ex20160202-30232-dzi1mr.pdf","download_url":"https://www.academia.edu/attachments/41909047/download_file","bulk_download_file_name":"Remorse_Confession_Group_Identity_and_Ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41909047/Remorse_Confession_Group_Identity_and_Ex20160202-30232-dzi1mr-libre.pdf?1454462693=\u0026response-content-disposition=attachment%3B+filename%3DRemorse_Confession_Group_Identity_and_Ex.pdf\u0026Expires=1743457391\u0026Signature=DVVxpx2jT61TD~JpkycuIr92nNcLdXqlCzWjaK8-lBrDP8hqv8Qzua13h-joYRPbpl01dlGx8MRSrS1ESrctpMznYke4o9ibEDdbvivcM3H9Wu2RmLQRfahWesPk0CwZ52mtWNnrFH~Ukml7ngvqNa47m-GxIpDDxKH7YVvL4jgPF5yC7275uxSEjuwzTHHN8orqgOro2tlEuFEvgUrAy6Fny9WG0fWSMlXdtvoeD5d52uxwnGNs~MeSfiJBWlUDUFhcW5JZPKetstI7lClnntc2fz5yPlv2kmvtCqQcwKZMMKu2nJ5-UbxmLZ5JsVpE8wU4Rnn4XWakEP-Gy20SUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"Within impression management and attribution research confession presents a paradox. Rather than trying to reduce blame, confessors accept responsibility for the transgression. Yet confession is an effective strategy for positive impression formation. In this article, the explanation for these benefits focuses on other's utilitarian concerns regarding future expectations of negative behavior by the transgressor. In 3 studies, level of remorse, harm, personal relevance, and group status are examined in situations of transgression. Remorse had the largest overall multivariate effect on the measures of forgiveness. Most affected by level of remorse was the perceived stability of the cause of transgressor's actions, which was a major antecedent of expectancies regarding future negative acts. It appears that an effective confession must include remorse to positively affect these future expectancies.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":41909047,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41909047/thumbnails/1.jpg","file_name":"Remorse_Confession_Group_Identity_and_Ex20160202-30232-dzi1mr.pdf","download_url":"https://www.academia.edu/attachments/41909047/download_file","bulk_download_file_name":"Remorse_Confession_Group_Identity_and_Ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41909047/Remorse_Confession_Group_Identity_and_Ex20160202-30232-dzi1mr-libre.pdf?1454462693=\u0026response-content-disposition=attachment%3B+filename%3DRemorse_Confession_Group_Identity_and_Ex.pdf\u0026Expires=1743457391\u0026Signature=DVVxpx2jT61TD~JpkycuIr92nNcLdXqlCzWjaK8-lBrDP8hqv8Qzua13h-joYRPbpl01dlGx8MRSrS1ESrctpMznYke4o9ibEDdbvivcM3H9Wu2RmLQRfahWesPk0CwZ52mtWNnrFH~Ukml7ngvqNa47m-GxIpDDxKH7YVvL4jgPF5yC7275uxSEjuwzTHHN8orqgOro2tlEuFEvgUrAy6Fny9WG0fWSMlXdtvoeD5d52uxwnGNs~MeSfiJBWlUDUFhcW5JZPKetstI7lClnntc2fz5yPlv2kmvtCqQcwKZMMKu2nJ5-UbxmLZ5JsVpE8wU4Rnn4XWakEP-Gy20SUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[{"id":6321584,"url":"https://www.researchgate.net/profile/Bernard_Weiner/publication/247808541_Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression/links/54e65b950cf2cd2e028eb3de.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369967-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369974"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369974/A_meta_analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective_Contributions_to_a_general_theory_of_motivation"><img alt="Research paper thumbnail of A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39840151/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369974/A_meta_analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective_Contributions_to_a_general_theory_of_motivation">A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present review syntheses 64 investigations on the determinants of helping and aggression invo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta-analytic test of the proposed causal cognition-emotion-behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="98033d5d32fc0aed521a79ac0fc17b8f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39840151,"asset_id":17369974,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39840151/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369974"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369974"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369974; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369974]").text(description); $(".js-view-count[data-work-id=17369974]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369974; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369974']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "98033d5d32fc0aed521a79ac0fc17b8f" } } $('.js-work-strip[data-work-id=17369974]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369974,"title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation","translated_title":"","metadata":{"abstract":"The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta-analytic test of the proposed causal cognition-emotion-behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed.","journal_name":"Cognition and Emotion, Vol. 18, No. 6, pp. 815-848","publication_date":{"day":null,"month":12,"year":2004,"errors":{}}},"translated_abstract":"The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta-analytic test of the proposed causal cognition-emotion-behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed.","internal_url":"https://www.academia.edu/17369974/A_meta_analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective_Contributions_to_a_general_theory_of_motivation","translated_internal_url":"","created_at":"2015-10-27T14:59:56.793-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103684,"work_id":17369974,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1308230,"email":"s***h@science.sdsu.edu","display_order":0,"name":"Scott Roesch","title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation"},{"id":8103685,"work_id":17369974,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":489102,"email":"s***h@sciences.sdsu.edu","display_order":4194304,"name":"Scott Roesch","title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation"},{"id":8103693,"work_id":17369974,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811259,"email":"u***h@phil.tu-chemnitz.de","display_order":6291456,"name":"Udo Rudolph","title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation"},{"id":8103696,"work_id":17369974,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811260,"email":"t***r@uibk.ac","display_order":7340032,"name":"Tobias Greitemeyer","title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation"}],"downloadable_attachments":[{"id":39840151,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840151/thumbnails/1.jpg","file_name":"2004_-_A_meta-analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective.pdf","download_url":"https://www.academia.edu/attachments/39840151/download_file","bulk_download_file_name":"A_meta_analytic_review_of_help_giving_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840151/2004_-_A_meta-analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective-libre.pdf?1447100464=\u0026response-content-disposition=attachment%3B+filename%3DA_meta_analytic_review_of_help_giving_an.pdf\u0026Expires=1743457391\u0026Signature=YWwWWQykIhyllMa~6KjHYAgCKKFs4eHMwJmdm2pP~-L~e8mXcbhofg9Ji7KPqa8wwDZTmcsjCs6bLHVEp5mBeGT~M-lbILDHaOxQIzj5ZiWING-LUSfydmRf1pi4xslz0zIGNWFWpMdZcAVvr7nCHbDkm2FJE3ZphmrnDXPf0K6GF7eWQ3pGN92Q6tVDdl5-KjRYDDn9VekKQl30jV9Y2O1lD1Zr5EJ2HzMOBuAHMB0G3O4hmOuYOn7AgN7mBU~ou7VuCuAAN7HL8h6Ca67rmQNekA5dfUO7egGtYUS1TKYSEW~GWI9FXErJKzYQiBt9iQ-JxV3px2tTvY-ybFRgAg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_meta_analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective_Contributions_to_a_general_theory_of_motivation","translated_slug":"","page_count":34,"language":"en","content_type":"Work","summary":"The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta-analytic test of the proposed causal cognition-emotion-behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39840151,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840151/thumbnails/1.jpg","file_name":"2004_-_A_meta-analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective.pdf","download_url":"https://www.academia.edu/attachments/39840151/download_file","bulk_download_file_name":"A_meta_analytic_review_of_help_giving_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840151/2004_-_A_meta-analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective-libre.pdf?1447100464=\u0026response-content-disposition=attachment%3B+filename%3DA_meta_analytic_review_of_help_giving_an.pdf\u0026Expires=1743457391\u0026Signature=YWwWWQykIhyllMa~6KjHYAgCKKFs4eHMwJmdm2pP~-L~e8mXcbhofg9Ji7KPqa8wwDZTmcsjCs6bLHVEp5mBeGT~M-lbILDHaOxQIzj5ZiWING-LUSfydmRf1pi4xslz0zIGNWFWpMdZcAVvr7nCHbDkm2FJE3ZphmrnDXPf0K6GF7eWQ3pGN92Q6tVDdl5-KjRYDDn9VekKQl30jV9Y2O1lD1Zr5EJ2HzMOBuAHMB0G3O4hmOuYOn7AgN7mBU~ou7VuCuAAN7HL8h6Ca67rmQNekA5dfUO7egGtYUS1TKYSEW~GWI9FXErJKzYQiBt9iQ-JxV3px2tTvY-ybFRgAg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":38678,"name":"Cognition and Emotion","url":"https://www.academia.edu/Documents/in/Cognition_and_Emotion"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369974-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369976"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369976/Cognitive_approaches_to_stress_and_coping"><img alt="Research paper thumbnail of Cognitive approaches to stress and coping" class="work-thumbnail" src="https://attachments.academia-assets.com/39840092/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369976/Cognitive_approaches_to_stress_and_coping">Cognitive approaches to stress and coping</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper provides an overview of the cognitive approaches that have recently been used to study...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper provides an overview of the cognitive approaches that have recently been used to study stress and coping. Our review focuses on empirical research that links an individual's initial cognitive interpretation (e.g. appraisal, attribution) of a stressor to coping methods and psychological and physical adjustment. The cognitive interpretation of an experience as 'stressful' is crucial in that it varies from person to person, and sets the stress and coping process in motion. Recent findings: Research has shown that appraising a stressor as a threat is associated with negative psychological and physical adjustment, whereas appraising a stressor as a challenge is associated with positive psychological and physical adjustment. There is also some evidence to suggest that the initial cognitive interpretation of a stressor indirectly influences adjustment via the elicitation of certain coping methods. Cognitive interventions that emphasize the alteration of negative interpretations or perceptions result in improved subsequent adjustment. Furthermore, the efficacy of treatment is maximized when other treatment components are also included, such as relaxation and social support. Summary: Clinical practitioners should be sensitive to individual differences in how clients appraise, explain, and cope with stressors. Moreover, it may be clinically beneficial to focus on the initial cognitive interpretations related to stress rather than directly changing coping behaviors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aea113d10d8652b4451b21b6fb053312" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39840092,"asset_id":17369976,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39840092/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369976"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369976"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369976; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369976]").text(description); $(".js-view-count[data-work-id=17369976]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369976; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369976']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aea113d10d8652b4451b21b6fb053312" } } $('.js-work-strip[data-work-id=17369976]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369976,"title":"Cognitive approaches to stress and coping","translated_title":"","metadata":{"abstract":"This paper provides an overview of the cognitive approaches that have recently been used to study stress and coping. Our review focuses on empirical research that links an individual's initial cognitive interpretation (e.g. appraisal, attribution) of a stressor to coping methods and psychological and physical adjustment. The cognitive interpretation of an experience as 'stressful' is crucial in that it varies from person to person, and sets the stress and coping process in motion. Recent findings: Research has shown that appraising a stressor as a threat is associated with negative psychological and physical adjustment, whereas appraising a stressor as a challenge is associated with positive psychological and physical adjustment. There is also some evidence to suggest that the initial cognitive interpretation of a stressor indirectly influences adjustment via the elicitation of certain coping methods. Cognitive interventions that emphasize the alteration of negative interpretations or perceptions result in improved subsequent adjustment. Furthermore, the efficacy of treatment is maximized when other treatment components are also included, such as relaxation and social support. Summary: Clinical practitioners should be sensitive to individual differences in how clients appraise, explain, and cope with stressors. Moreover, it may be clinically beneficial to focus on the initial cognitive interpretations related to stress rather than directly changing coping behaviors.","ai_title_tag":"Cognitive Approaches to Stress \u0026 Coping","journal_name":"Current Opinion in Psychiatry, Vol. 15, No. 6, pp. 627-632","publication_date":{"day":null,"month":10,"year":2002,"errors":{}}},"translated_abstract":"This paper provides an overview of the cognitive approaches that have recently been used to study stress and coping. Our review focuses on empirical research that links an individual's initial cognitive interpretation (e.g. appraisal, attribution) of a stressor to coping methods and psychological and physical adjustment. The cognitive interpretation of an experience as 'stressful' is crucial in that it varies from person to person, and sets the stress and coping process in motion. Recent findings: Research has shown that appraising a stressor as a threat is associated with negative psychological and physical adjustment, whereas appraising a stressor as a challenge is associated with positive psychological and physical adjustment. There is also some evidence to suggest that the initial cognitive interpretation of a stressor indirectly influences adjustment via the elicitation of certain coping methods. Cognitive interventions that emphasize the alteration of negative interpretations or perceptions result in improved subsequent adjustment. Furthermore, the efficacy of treatment is maximized when other treatment components are also included, such as relaxation and social support. Summary: Clinical practitioners should be sensitive to individual differences in how clients appraise, explain, and cope with stressors. Moreover, it may be clinically beneficial to focus on the initial cognitive interpretations related to stress rather than directly changing coping behaviors.","internal_url":"https://www.academia.edu/17369976/Cognitive_approaches_to_stress_and_coping","translated_internal_url":"","created_at":"2015-10-27T14:59:57.314-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":12167609,"work_id":17369976,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":451890,"email":"s***h@mail.sdsu.edu","display_order":0,"name":"S. Roesch","title":"Cognitive approaches to stress and coping"}],"downloadable_attachments":[{"id":39840092,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840092/thumbnails/1.jpg","file_name":"2002_-_Cognitive_approaches_to_stress_and_coping.pdf","download_url":"https://www.academia.edu/attachments/39840092/download_file","bulk_download_file_name":"Cognitive_approaches_to_stress_and_copin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840092/2002_-_Cognitive_approaches_to_stress_and_coping-libre.pdf?1447100470=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_approaches_to_stress_and_copin.pdf\u0026Expires=1743457391\u0026Signature=UoVGTxJR~AusT-G8d6qyzPiwTEkUiN32v5pPonfOdhHMsTHEdRI26khdXGyYYPWTuvnzFyuaEb04KRTFcy7mWqBeiVgjNXzmNE6NrWcm1jT~7laEwh9tPo9qHqZyIkssWWGWV9KjOFtjtZuiRFlrhubrjzkqH3x7DZhwg0591pMI~r7rUyeaFpN~2CcvyYQYAuavmCX0nfLSbUuZu7qIUuZ~HOoSRtHWQz6Df8tsdf19FrGS7I5agik8CLJw1YmwYP8wfv8Z5sG2bqg4446PQ0xUUyReJwUKBtZFC1w7eMwNWoWn7O-JgJDjggN-zZ8gJwwbFjyVzaTY1ueUStd8Pg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Cognitive_approaches_to_stress_and_coping","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"This paper provides an overview of the cognitive approaches that have recently been used to study stress and coping. Our review focuses on empirical research that links an individual's initial cognitive interpretation (e.g. appraisal, attribution) of a stressor to coping methods and psychological and physical adjustment. The cognitive interpretation of an experience as 'stressful' is crucial in that it varies from person to person, and sets the stress and coping process in motion. Recent findings: Research has shown that appraising a stressor as a threat is associated with negative psychological and physical adjustment, whereas appraising a stressor as a challenge is associated with positive psychological and physical adjustment. There is also some evidence to suggest that the initial cognitive interpretation of a stressor indirectly influences adjustment via the elicitation of certain coping methods. Cognitive interventions that emphasize the alteration of negative interpretations or perceptions result in improved subsequent adjustment. Furthermore, the efficacy of treatment is maximized when other treatment components are also included, such as relaxation and social support. Summary: Clinical practitioners should be sensitive to individual differences in how clients appraise, explain, and cope with stressors. Moreover, it may be clinically beneficial to focus on the initial cognitive interpretations related to stress rather than directly changing coping behaviors.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39840092,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840092/thumbnails/1.jpg","file_name":"2002_-_Cognitive_approaches_to_stress_and_coping.pdf","download_url":"https://www.academia.edu/attachments/39840092/download_file","bulk_download_file_name":"Cognitive_approaches_to_stress_and_copin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840092/2002_-_Cognitive_approaches_to_stress_and_coping-libre.pdf?1447100470=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_approaches_to_stress_and_copin.pdf\u0026Expires=1743457391\u0026Signature=UoVGTxJR~AusT-G8d6qyzPiwTEkUiN32v5pPonfOdhHMsTHEdRI26khdXGyYYPWTuvnzFyuaEb04KRTFcy7mWqBeiVgjNXzmNE6NrWcm1jT~7laEwh9tPo9qHqZyIkssWWGWV9KjOFtjtZuiRFlrhubrjzkqH3x7DZhwg0591pMI~r7rUyeaFpN~2CcvyYQYAuavmCX0nfLSbUuZu7qIUuZ~HOoSRtHWQz6Df8tsdf19FrGS7I5agik8CLJw1YmwYP8wfv8Z5sG2bqg4446PQ0xUUyReJwUKBtZFC1w7eMwNWoWn7O-JgJDjggN-zZ8gJwwbFjyVzaTY1ueUStd8Pg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369976-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369986"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369986/Reported_Causal_Antecedents_of_Discrete_Emotions_in_Late_Life"><img alt="Research paper thumbnail of Reported Causal Antecedents of Discrete Emotions in Late Life" class="work-thumbnail" src="https://attachments.academia-assets.com/39471725/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369986/Reported_Causal_Antecedents_of_Discrete_Emotions_in_Late_Life">Reported Causal Antecedents of Discrete Emotions in Late Life</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Valuable insights about emotional well-being can be learned from studying older adults who have w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Valuable insights about emotional well-being can be learned from studying older adults who have wrestled with differentiating and regulating their emotions while they navigate through the many joys and traumas of a lifetime. Our objective was to document the underlying reasons for older adults' (n = 353, ages 72 -99) emotional experiences. Using a phenomenological approach, we identified participants' reported reasons (i.e., antecedents) for a broad variety of positive and negative emotions, classifying them into thematic categories through a content analysis. The array of thematic categories that emerged for some emotions was more differentiated than for others. For example, 14 antecedent categories were required to account for the emotion of happiness; whereas, only 4 categories were needed to capture all antecedents for anger. Our analysis provided a rich description of what older adults report as the causes of their emotions, showing that later life is characterized as a time when the loss of love ones elicits sadness, self-limitations elicit frustration, and others' transgressions elicit anger. Yet, our data show that old age can be portrayed even more so as a time when a variety of positive emotions are elicited by social factors (interactions and relationships), achievements, and personal attributes. Finally, in an analysis of the most common antecedents for pride (accomplishments) and anger (other's transgression), we suggest that pride over accomplishments is most likely elicited by internal attributions to skill and effort; whereas, anger over others' transgressions is most likely elicited by controllable attributions to the transgressor's inconsiderate or offensive behavior. Overall, this shows the utility of applying Weiner's attributional framework (Weiner, 1985) to an analysis of emotion antecedents in late life.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="94d669a7028ed6739fd480736f128ac9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471725,"asset_id":17369986,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471725/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369986"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369986"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369986; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369986]").text(description); $(".js-view-count[data-work-id=17369986]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369986; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369986']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "94d669a7028ed6739fd480736f128ac9" } } $('.js-work-strip[data-work-id=17369986]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369986,"title":"Reported Causal Antecedents of Discrete Emotions in Late Life","translated_title":"","metadata":{"abstract":"Valuable insights about emotional well-being can be learned from studying older adults who have wrestled with differentiating and regulating their emotions while they navigate through the many joys and traumas of a lifetime. Our objective was to document the underlying reasons for older adults' (n = 353, ages 72 -99) emotional experiences. Using a phenomenological approach, we identified participants' reported reasons (i.e., antecedents) for a broad variety of positive and negative emotions, classifying them into thematic categories through a content analysis. The array of thematic categories that emerged for some emotions was more differentiated than for others. For example, 14 antecedent categories were required to account for the emotion of happiness; whereas, only 4 categories were needed to capture all antecedents for anger. Our analysis provided a rich description of what older adults report as the causes of their emotions, showing that later life is characterized as a time when the loss of love ones elicits sadness, self-limitations elicit frustration, and others' transgressions elicit anger. Yet, our data show that old age can be portrayed even more so as a time when a variety of positive emotions are elicited by social factors (interactions and relationships), achievements, and personal attributes. Finally, in an analysis of the most common antecedents for pride (accomplishments) and anger (other's transgression), we suggest that pride over accomplishments is most likely elicited by internal attributions to skill and effort; whereas, anger over others' transgressions is most likely elicited by controllable attributions to the transgressor's inconsiderate or offensive behavior. Overall, this shows the utility of applying Weiner's attributional framework (Weiner, 1985) to an analysis of emotion antecedents in late life.","journal_name":"The International Journal of Aging and Human Development, Vol. 68, No. 3, pp. 215-41","publication_date":{"day":null,"month":2,"year":2009,"errors":{}}},"translated_abstract":"Valuable insights about emotional well-being can be learned from studying older adults who have wrestled with differentiating and regulating their emotions while they navigate through the many joys and traumas of a lifetime. Our objective was to document the underlying reasons for older adults' (n = 353, ages 72 -99) emotional experiences. Using a phenomenological approach, we identified participants' reported reasons (i.e., antecedents) for a broad variety of positive and negative emotions, classifying them into thematic categories through a content analysis. The array of thematic categories that emerged for some emotions was more differentiated than for others. For example, 14 antecedent categories were required to account for the emotion of happiness; whereas, only 4 categories were needed to capture all antecedents for anger. Our analysis provided a rich description of what older adults report as the causes of their emotions, showing that later life is characterized as a time when the loss of love ones elicits sadness, self-limitations elicit frustration, and others' transgressions elicit anger. Yet, our data show that old age can be portrayed even more so as a time when a variety of positive emotions are elicited by social factors (interactions and relationships), achievements, and personal attributes. Finally, in an analysis of the most common antecedents for pride (accomplishments) and anger (other's transgression), we suggest that pride over accomplishments is most likely elicited by internal attributions to skill and effort; whereas, anger over others' transgressions is most likely elicited by controllable attributions to the transgressor's inconsiderate or offensive behavior. Overall, this shows the utility of applying Weiner's attributional framework (Weiner, 1985) to an analysis of emotion antecedents in late life.","internal_url":"https://www.academia.edu/17369986/Reported_Causal_Antecedents_of_Discrete_Emotions_in_Late_Life","translated_internal_url":"","created_at":"2015-10-27T15:00:00.920-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103689,"work_id":17369986,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811256,"email":"r***y@cc.umanitoba.ca","display_order":0,"name":"Raymond Perry","title":"Reported Causal Antecedents of Discrete Emotions in Late Life"},{"id":12167611,"work_id":17369986,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":2855030,"email":"c***r@ms.umanitoba.ca","display_order":4194304,"name":"Judith Chipperfield","title":"Reported Causal Antecedents of Discrete Emotions in Late Life"}],"downloadable_attachments":[{"id":39471725,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471725/thumbnails/1.jpg","file_name":"Reported_Causal_Antecedents_of_Discrete_20151027-19545-1rndk29.pdf","download_url":"https://www.academia.edu/attachments/39471725/download_file","bulk_download_file_name":"Reported_Causal_Antecedents_of_Discrete.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471725/Reported_Causal_Antecedents_of_Discrete_20151027-19545-1rndk29-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DReported_Causal_Antecedents_of_Discrete.pdf\u0026Expires=1743457391\u0026Signature=KXQymuqZqvHuPRovlKkHAaFKrGERyafoTWf97I7Og~laehUiWARxqT7ELF9zDQwk3SaUa8jXBoE97sUGVgt~fzF8~RpZCLXvoef86fSgGnHSOxRldy6KNAJkGJ8sWB5STWO5LB19Ijr-Cp18n765loDdj6M1MATDdWnrGR8mi4yBRTRdn6Y-SQscJnVB3FjleiX6m3YRpTw2uDv9Z6HFZcQQ-SNdG7DJT7DHFCjUHwTSHvF1FpDrFcXH1Lf-D67WA9503ZhxvJ3WLw1u6fQ-~PmSNyUhM~UBFNrPGd5WvOtCxHjFYC7MbKfPj6Glolg5hI3u4nEke0OxTl8~GqqU4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Reported_Causal_Antecedents_of_Discrete_Emotions_in_Late_Life","translated_slug":"","page_count":27,"language":"en","content_type":"Work","summary":"Valuable insights about emotional well-being can be learned from studying older adults who have wrestled with differentiating and regulating their emotions while they navigate through the many joys and traumas of a lifetime. Our objective was to document the underlying reasons for older adults' (n = 353, ages 72 -99) emotional experiences. Using a phenomenological approach, we identified participants' reported reasons (i.e., antecedents) for a broad variety of positive and negative emotions, classifying them into thematic categories through a content analysis. The array of thematic categories that emerged for some emotions was more differentiated than for others. For example, 14 antecedent categories were required to account for the emotion of happiness; whereas, only 4 categories were needed to capture all antecedents for anger. Our analysis provided a rich description of what older adults report as the causes of their emotions, showing that later life is characterized as a time when the loss of love ones elicits sadness, self-limitations elicit frustration, and others' transgressions elicit anger. Yet, our data show that old age can be portrayed even more so as a time when a variety of positive emotions are elicited by social factors (interactions and relationships), achievements, and personal attributes. Finally, in an analysis of the most common antecedents for pride (accomplishments) and anger (other's transgression), we suggest that pride over accomplishments is most likely elicited by internal attributions to skill and effort; whereas, anger over others' transgressions is most likely elicited by controllable attributions to the transgressor's inconsiderate or offensive behavior. Overall, this shows the utility of applying Weiner's attributional framework (Weiner, 1985) to an analysis of emotion antecedents in late life.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471725,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471725/thumbnails/1.jpg","file_name":"Reported_Causal_Antecedents_of_Discrete_20151027-19545-1rndk29.pdf","download_url":"https://www.academia.edu/attachments/39471725/download_file","bulk_download_file_name":"Reported_Causal_Antecedents_of_Discrete.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471725/Reported_Causal_Antecedents_of_Discrete_20151027-19545-1rndk29-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DReported_Causal_Antecedents_of_Discrete.pdf\u0026Expires=1743457391\u0026Signature=KXQymuqZqvHuPRovlKkHAaFKrGERyafoTWf97I7Og~laehUiWARxqT7ELF9zDQwk3SaUa8jXBoE97sUGVgt~fzF8~RpZCLXvoef86fSgGnHSOxRldy6KNAJkGJ8sWB5STWO5LB19Ijr-Cp18n765loDdj6M1MATDdWnrGR8mi4yBRTRdn6Y-SQscJnVB3FjleiX6m3YRpTw2uDv9Z6HFZcQQ-SNdG7DJT7DHFCjUHwTSHvF1FpDrFcXH1Lf-D67WA9503ZhxvJ3WLw1u6fQ-~PmSNyUhM~UBFNrPGd5WvOtCxHjFYC7MbKfPj6Glolg5hI3u4nEke0OxTl8~GqqU4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":305,"name":"Applied Mathematics","url":"https://www.academia.edu/Documents/in/Applied_Mathematics"},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging"},{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life"},{"id":44529,"name":"Activities of Daily Living","url":"https://www.academia.edu/Documents/in/Activities_of_Daily_Living"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1"},{"id":693683,"name":"EXPRESSED EMOTION","url":"https://www.academia.edu/Documents/in/EXPRESSED_EMOTION"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369986-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4318523" id="2010s"><div class="js-work-strip profile--work_container" data-work-id="17370095"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370095/An_Attribution_Theory_of_Motivation"><img alt="Research paper thumbnail of An Attribution Theory of Motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39734803/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370095/An_Attribution_Theory_of_Motivation">An Attribution Theory of Motivation</a></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370095-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370095-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/54465203/figure-1-an-attribution-theory-of-motivation"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39734803/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/54465204/table-7-path-coefficients-for-two-help-giving-models-from"><img alt="Table 7.1 Path coefficients for two help- giving models (from Rudoiph et al., 2004) " class="figure-slide-image" src="https://figures.academia-assets.com/39734803/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370095-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="807bba0f2753fcb8d953ebe8228e0b48" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39734803,"asset_id":17370095,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39734803/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370095"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370095"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370095; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370095]").text(description); $(".js-view-count[data-work-id=17370095]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370095; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370095']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "807bba0f2753fcb8d953ebe8228e0b48" } } $('.js-work-strip[data-work-id=17370095]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370095,"title":"An Attribution Theory of Motivation","translated_title":"","metadata":{"more_info":"In van Lange, P.,Kruglanski, A., \u0026 Higgins, T. (Eds.), Handbook of theories of social psychology, Vol. 1. (pp. 135-155). ","publisher":"Newbury Park: Sage","publication_date":{"day":null,"month":null,"year":2012,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370095/An_Attribution_Theory_of_Motivation","translated_internal_url":"","created_at":"2015-10-27T15:00:24.850-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39734803,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39734803/thumbnails/1.jpg","file_name":"An_Attribution_Theory_of_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39734803/download_file","bulk_download_file_name":"An_Attribution_Theory_of_Motivation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39734803/An_Attribution_Theory_of_Motivation-libre.pdf?1446772915=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attribution_Theory_of_Motivation.pdf\u0026Expires=1743549636\u0026Signature=DOu-CvD-ZM1LS99RTCjWc2rlIAa3lFt1Gp02j2jcwVHp4lROV~h0sCt33-InRLxCxuZpAbt0A9NaLvdim3XtV04x6oA1Jh2T7OCQDzCzJZuDN~MLc~4f3OSbhAzerBr3RItEGynESoYiFx5XWDHku~lZvqKH0eTtt-YA8cMFAX37xZ5UJ3RoOL5V9N0L94q~Q4rgMmEJN~HjNPkxTFo5a~1t50HgzF3RlF3uzn0BerYj3MfDFZ65PAKtFF9ZyQG5v2fzHTLrusdecxLFi~11HnLx-d6mWRGktqy5VMyPojh3DJF0ydimMYtdB8vB~wDdcwEfYZo6fq-eI2t-dMGZ3Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Attribution_Theory_of_Motivation","translated_slug":"","page_count":21,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39734803,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39734803/thumbnails/1.jpg","file_name":"An_Attribution_Theory_of_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39734803/download_file","bulk_download_file_name":"An_Attribution_Theory_of_Motivation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39734803/An_Attribution_Theory_of_Motivation-libre.pdf?1446772915=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attribution_Theory_of_Motivation.pdf\u0026Expires=1743549636\u0026Signature=DOu-CvD-ZM1LS99RTCjWc2rlIAa3lFt1Gp02j2jcwVHp4lROV~h0sCt33-InRLxCxuZpAbt0A9NaLvdim3XtV04x6oA1Jh2T7OCQDzCzJZuDN~MLc~4f3OSbhAzerBr3RItEGynESoYiFx5XWDHku~lZvqKH0eTtt-YA8cMFAX37xZ5UJ3RoOL5V9N0L94q~Q4rgMmEJN~HjNPkxTFo5a~1t50HgzF3RlF3uzn0BerYj3MfDFZ65PAKtFF9ZyQG5v2fzHTLrusdecxLFi~11HnLx-d6mWRGktqy5VMyPojh3DJF0ydimMYtdB8vB~wDdcwEfYZo6fq-eI2t-dMGZ3Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370095-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="15621101"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/15621101/The_role_of_attribution_of_causality_in_economic_decision_making"><img alt="Research paper thumbnail of The role of attribution of causality in economic decision making" class="work-thumbnail" src="https://attachments.academia-assets.com/43027577/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/15621101/The_role_of_attribution_of_causality_in_economic_decision_making">The role of attribution of causality in economic decision making</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DoronKliger">Doron Kliger</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span>The Journal of Socio-Economics</span><span>, 2012</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd6afac52a70912d8278d4cbf2b9e517" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43027577,"asset_id":15621101,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43027577/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="15621101"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="15621101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15621101; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15621101]").text(description); $(".js-view-count[data-work-id=15621101]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15621101; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='15621101']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd6afac52a70912d8278d4cbf2b9e517" } } $('.js-work-strip[data-work-id=15621101]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":15621101,"title":"The role of attribution of causality in economic decision making","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"The Journal of Socio-Economics"},"translated_abstract":null,"internal_url":"https://www.academia.edu/15621101/The_role_of_attribution_of_causality_in_economic_decision_making","translated_internal_url":"","created_at":"2015-09-12T01:18:21.368-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34796129,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":5748341,"work_id":15621101,"tagging_user_id":34796129,"tagged_user_id":null,"co_author_invite_id":1272121,"email":"g***1@study.haifa.ac.il","display_order":0,"name":"Gregory Gurevich","title":"The role of attribution of causality in economic decision making"},{"id":5748346,"work_id":15621101,"tagging_user_id":34796129,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":4194304,"name":"Bernard Weiner","title":"The role of attribution of causality in economic decision making"}],"downloadable_attachments":[{"id":43027577,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43027577/thumbnails/1.jpg","file_name":"The_role_of_attribution_of_causality_in_20160224-1690-1lykarq.pdf","download_url":"https://www.academia.edu/attachments/43027577/download_file","bulk_download_file_name":"The_role_of_attribution_of_causality_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43027577/The_role_of_attribution_of_causality_in_20160224-1690-1lykarq-libre.pdf?1456355491=\u0026response-content-disposition=attachment%3B+filename%3DThe_role_of_attribution_of_causality_in.pdf\u0026Expires=1743457390\u0026Signature=XIUU4Boa4qAdDHF81~ovf84ayceBuwmz82D9wIBMBXQs6cDFlNLiiMH0ylkjjaMXzu1fhoK2QPfGvmv-4gmt6oTydEjgtryyHb6fGRlRe~MfQVGxdv0AEmnHMofiufTpSM3jFHOdR95isH9l6mvIUfBbps~dTpY~BrKVnnCaf0EqgRc469zMqI3422WFqC4FqNM0IqcFJzUeAy-DTDTPPpA595qpLqudIEQMI5TYd3cpDquXO8opdJjr9zbkNGZ8sjxE~AcMTNWxnQ6HoyBjaWwUhnNsCHlfk-HjoChcgmsCJ57xzBhFSdK3fZ9F4p3Vce0~aZeKd2~F5L08nNm5fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_role_of_attribution_of_causality_in_economic_decision_making","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":null,"owner":{"id":34796129,"first_name":"Doron","middle_initials":null,"last_name":"Kliger","page_name":"DoronKliger","domain_name":"independent","created_at":"2015-09-12T01:17:01.735-07:00","display_name":"Doron Kliger","url":"https://independent.academia.edu/DoronKliger"},"attachments":[{"id":43027577,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43027577/thumbnails/1.jpg","file_name":"The_role_of_attribution_of_causality_in_20160224-1690-1lykarq.pdf","download_url":"https://www.academia.edu/attachments/43027577/download_file","bulk_download_file_name":"The_role_of_attribution_of_causality_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43027577/The_role_of_attribution_of_causality_in_20160224-1690-1lykarq-libre.pdf?1456355491=\u0026response-content-disposition=attachment%3B+filename%3DThe_role_of_attribution_of_causality_in.pdf\u0026Expires=1743457390\u0026Signature=XIUU4Boa4qAdDHF81~ovf84ayceBuwmz82D9wIBMBXQs6cDFlNLiiMH0ylkjjaMXzu1fhoK2QPfGvmv-4gmt6oTydEjgtryyHb6fGRlRe~MfQVGxdv0AEmnHMofiufTpSM3jFHOdR95isH9l6mvIUfBbps~dTpY~BrKVnnCaf0EqgRc469zMqI3422WFqC4FqNM0IqcFJzUeAy-DTDTPPpA595qpLqudIEQMI5TYd3cpDquXO8opdJjr9zbkNGZ8sjxE~AcMTNWxnQ6HoyBjaWwUhnNsCHlfk-HjoChcgmsCJ57xzBhFSdK3fZ9F4p3Vce0~aZeKd2~F5L08nNm5fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making"},{"id":27659,"name":"Applied Economics","url":"https://www.academia.edu/Documents/in/Applied_Economics"},{"id":74737,"name":"Socio Economics","url":"https://www.academia.edu/Documents/in/Socio_Economics"},{"id":121035,"name":"Profitability","url":"https://www.academia.edu/Documents/in/Profitability"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-15621101-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369969"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369969/An_Attributional_Analysis_of_Reactions_to_Poverty_The_Political_Ideology_of_the_Giver_and_the_Perceived_Morality_of_the_Receiver"><img alt="Research paper thumbnail of An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver" class="work-thumbnail" src="https://attachments.academia-assets.com/42264989/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369969/An_Attributional_Analysis_of_Reactions_to_Poverty_The_Political_Ideology_of_the_Giver_and_the_Perceived_Morality_of_the_Receiver">An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An attributional analysis of reactions to poverty is presented. The article begins by discussing ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">An attributional analysis of reactions to poverty is presented. The article begins by discussing the perceived causes of poverty and their taxonomic properties (locus, stability, and controllability). One antecedent of causal beliefs, political ideology, is then examined in detail, followed by a review of the effects of causal beliefs on emotions and behavior. It is contended that helping the poor is a moral issue, but the moral evaluation concerns the targeted recipient of aid rather than the potential help giver. Persons perceived as responsible for their plight, a dominant construal for conservatives, elicit anger and neglect. In contrast, those seen as not responsible for their financial hardship, an outlook predominantly endorsed by liberals, arouse sympathy and help giving. Sympathy is the most important proximal determinant of aid. This analysis is extended to reactions to achievement failure, abortion, and rape. Policy implications are also examined.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="301541fdd4ef659866f6ce8933280b67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42264989,"asset_id":17369969,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42264989/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369969"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369969"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369969; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369969]").text(description); $(".js-view-count[data-work-id=17369969]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369969; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369969']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "301541fdd4ef659866f6ce8933280b67" } } $('.js-work-strip[data-work-id=17369969]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369969,"title":"An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver","translated_title":"","metadata":{"abstract":"An attributional analysis of reactions to poverty is presented. The article begins by discussing the perceived causes of poverty and their taxonomic properties (locus, stability, and controllability). One antecedent of causal beliefs, political ideology, is then examined in detail, followed by a review of the effects of causal beliefs on emotions and behavior. It is contended that helping the poor is a moral issue, but the moral evaluation concerns the targeted recipient of aid rather than the potential help giver. Persons perceived as responsible for their plight, a dominant construal for conservatives, elicit anger and neglect. In contrast, those seen as not responsible for their financial hardship, an outlook predominantly endorsed by liberals, arouse sympathy and help giving. Sympathy is the most important proximal determinant of aid. This analysis is extended to reactions to achievement failure, abortion, and rape. Policy implications are also examined.","ai_title_tag":"Political Ideology and Reactions to Poverty: An Attributional Study","journal_name":"Personality and Social Psychology Review, Vol. 15, No. 2, pp. 199-213","publication_date":{"day":null,"month":5,"year":2011,"errors":{}}},"translated_abstract":"An attributional analysis of reactions to poverty is presented. The article begins by discussing the perceived causes of poverty and their taxonomic properties (locus, stability, and controllability). One antecedent of causal beliefs, political ideology, is then examined in detail, followed by a review of the effects of causal beliefs on emotions and behavior. It is contended that helping the poor is a moral issue, but the moral evaluation concerns the targeted recipient of aid rather than the potential help giver. Persons perceived as responsible for their plight, a dominant construal for conservatives, elicit anger and neglect. In contrast, those seen as not responsible for their financial hardship, an outlook predominantly endorsed by liberals, arouse sympathy and help giving. Sympathy is the most important proximal determinant of aid. This analysis is extended to reactions to achievement failure, abortion, and rape. Policy implications are also examined.","internal_url":"https://www.academia.edu/17369969/An_Attributional_Analysis_of_Reactions_to_Poverty_The_Political_Ideology_of_the_Giver_and_the_Perceived_Morality_of_the_Receiver","translated_internal_url":"","created_at":"2015-10-27T14:59:53.995-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103683,"work_id":17369969,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811254,"email":"d***e@ucla.edu","display_order":0,"name":"Danny Osborne","title":"An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver"},{"id":8103692,"work_id":17369969,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811259,"email":"u***h@phil.tu-chemnitz.de","display_order":4194304,"name":"Udo Rudolph","title":"An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver"},{"id":8103694,"work_id":17369969,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1323589,"email":"t***r@psych.sscnet.ucla.edu","display_order":6291456,"name":"Shelley Taylor","title":"An Attributional Analysis of Reactions to Poverty: The Political Ideology of the Giver and the Perceived Morality of the Receiver"}],"downloadable_attachments":[{"id":42264989,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264989/thumbnails/1.jpg","file_name":"An_attributional_analysis_of_reactions_t20160206-25462-llrhwf.pdf","download_url":"https://www.academia.edu/attachments/42264989/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Reactions_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264989/An_attributional_analysis_of_reactions_t20160206-25462-llrhwf-libre.pdf?1454827737=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Reactions_t.pdf\u0026Expires=1743457391\u0026Signature=VtWSbG4q9ZKq~9kNqTOO03kCqioac19yu9U~wg6~jwwq-NEbiZ6RKBUDy5DUQERk47SWFoollkRjLGbAgHArnm9rzH9sXk22ld2qNL-eRhOaN3LHvqdMUdmuZwdPmJ00dwqb6kQrsOtGe38bJaP6zSwumdcTqGeq9xZHj2GluWYYT6szyrZkaj2mzFGHrWwg0lVNuTD8FlTPbt177~oWREVhWuqSwToAvq4LwgWpRIzGrUaN39QhBkCePW8HM2kKK1QXFM6Wcxl-nM2JoCmhgRUiHsnJabbqS34I8qkxIgypGcCTZqt1PXvCpDdDVBChWRmlYMuq5FnwwA9~~cmrmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Attributional_Analysis_of_Reactions_to_Poverty_The_Political_Ideology_of_the_Giver_and_the_Perceived_Morality_of_the_Receiver","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":"An attributional analysis of reactions to poverty is presented. The article begins by discussing the perceived causes of poverty and their taxonomic properties (locus, stability, and controllability). One antecedent of causal beliefs, political ideology, is then examined in detail, followed by a review of the effects of causal beliefs on emotions and behavior. It is contended that helping the poor is a moral issue, but the moral evaluation concerns the targeted recipient of aid rather than the potential help giver. Persons perceived as responsible for their plight, a dominant construal for conservatives, elicit anger and neglect. In contrast, those seen as not responsible for their financial hardship, an outlook predominantly endorsed by liberals, arouse sympathy and help giving. Sympathy is the most important proximal determinant of aid. This analysis is extended to reactions to achievement failure, abortion, and rape. Policy implications are also examined.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":42264989,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264989/thumbnails/1.jpg","file_name":"An_attributional_analysis_of_reactions_t20160206-25462-llrhwf.pdf","download_url":"https://www.academia.edu/attachments/42264989/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Reactions_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264989/An_attributional_analysis_of_reactions_t20160206-25462-llrhwf-libre.pdf?1454827737=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Reactions_t.pdf\u0026Expires=1743457391\u0026Signature=VtWSbG4q9ZKq~9kNqTOO03kCqioac19yu9U~wg6~jwwq-NEbiZ6RKBUDy5DUQERk47SWFoollkRjLGbAgHArnm9rzH9sXk22ld2qNL-eRhOaN3LHvqdMUdmuZwdPmJ00dwqb6kQrsOtGe38bJaP6zSwumdcTqGeq9xZHj2GluWYYT6szyrZkaj2mzFGHrWwg0lVNuTD8FlTPbt177~oWREVhWuqSwToAvq4LwgWpRIzGrUaN39QhBkCePW8HM2kKK1QXFM6Wcxl-nM2JoCmhgRUiHsnJabbqS34I8qkxIgypGcCTZqt1PXvCpDdDVBChWRmlYMuq5FnwwA9~~cmrmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":2808,"name":"Poverty","url":"https://www.academia.edu/Documents/in/Poverty"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"},{"id":40023,"name":"Social Responsibility","url":"https://www.academia.edu/Documents/in/Social_Responsibility"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions"},{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":53331,"name":"Social behavior","url":"https://www.academia.edu/Documents/in/Social_behavior"},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":364937,"name":"Social Values","url":"https://www.academia.edu/Documents/in/Social_Values"},{"id":489423,"name":"Morals","url":"https://www.academia.edu/Documents/in/Morals"},{"id":628583,"name":"Social Behavior","url":"https://www.academia.edu/Documents/in/Social_Behavior-1"},{"id":2067835,"name":"Behaviour Therapy","url":"https://www.academia.edu/Documents/in/Behaviour_Therapy"}],"urls":[{"id":6489914,"url":"https://www.researchgate.net/profile/Udo_Rudolph/publication/47644820_An_attributional_analysis_of_reactions_to_poverty_the_political_ideology_of_the_giver_and_the_perceived_morality_of_the_receiver/links/02e7e51826257c1bcb000000.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369969-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369981"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369981/The_Development_of_an_Attribution_Based_Theory_of_Motivation_A_History_of_Ideas"><img alt="Research paper thumbnail of The Development of an Attribution-Based Theory of Motivation: A History of Ideas" class="work-thumbnail" src="https://attachments.academia-assets.com/39471719/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369981/The_Development_of_an_Attribution_Based_Theory_of_Motivation_A_History_of_Ideas">The Development of an Attribution-Based Theory of Motivation: A History of Ideas</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The history of ideas guiding the development of an attribution-based theory of motivation is pres...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The history of ideas guiding the development of an attribution-based theory of motivation is presented. These influences include the search for a “grand” theory of motivation (from drive and expectancy/value theory), an attempt to represent how the past may influence the present and the future (as Thorndike accomplished), and the incorporation of causes and their properties (from Heider and Rotter). The goal of this approach is the formulation of a conception in which causes influence action via the mediating mechanisms of specific affects (as first suggested by Atkinson) and expectancy. The empirical and conceptual contributions of the theory are summarized.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="745561859626bfc154e88db35ef505e5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471719,"asset_id":17369981,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471719/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369981"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369981"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369981; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369981]").text(description); $(".js-view-count[data-work-id=17369981]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369981; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369981']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "745561859626bfc154e88db35ef505e5" } } $('.js-work-strip[data-work-id=17369981]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369981,"title":"The Development of an Attribution-Based Theory of Motivation: A History of Ideas","translated_title":"","metadata":{"abstract":"The history of ideas guiding the development of an attribution-based theory of motivation is presented. These influences include the search for a “grand” theory of motivation (from drive and expectancy/value theory), an attempt to represent how the past may influence the present and the future (as Thorndike accomplished), and the incorporation of causes and their properties (from Heider and Rotter). The goal of this approach is the formulation of a conception in which causes influence action via the mediating mechanisms of specific affects (as first suggested by Atkinson) and expectancy. The empirical and conceptual contributions of the theory are summarized.","ai_title_tag":"Attribution-Based Theory of Motivation History","journal_name":"Educational Psychologist, Vol. 45, No. 1, pp. 28-36","publication_date":{"day":null,"month":1,"year":2010,"errors":{}}},"translated_abstract":"The history of ideas guiding the development of an attribution-based theory of motivation is presented. These influences include the search for a “grand” theory of motivation (from drive and expectancy/value theory), an attempt to represent how the past may influence the present and the future (as Thorndike accomplished), and the incorporation of causes and their properties (from Heider and Rotter). The goal of this approach is the formulation of a conception in which causes influence action via the mediating mechanisms of specific affects (as first suggested by Atkinson) and expectancy. The empirical and conceptual contributions of the theory are summarized.","internal_url":"https://www.academia.edu/17369981/The_Development_of_an_Attribution_Based_Theory_of_Motivation_A_History_of_Ideas","translated_internal_url":"","created_at":"2015-10-27T14:59:59.327-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471719,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471719/thumbnails/1.jpg","file_name":"Thorndike_Award.doc","download_url":"https://www.academia.edu/attachments/39471719/download_file","bulk_download_file_name":"The_Development_of_an_Attribution_Based.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471719/Thorndike_Award.doc?1738256075=\u0026response-content-disposition=attachment%3B+filename%3DThe_Development_of_an_Attribution_Based.doc\u0026Expires=1743457391\u0026Signature=SbCewjJdaHL-OVZdDazQATc6iS7ZXxqXetGiqZKwl0ynWEHSP~bZ92KQA9t4RBIicmNvhC7vPSYGnE8ADtL-v~nzqWz54Ugezgaf1SH8EEEc~jb4VzkrUyHiHxwa2Pmv~wf48vnHg-rJn-ywEM3dtawqIN9rkmpTLIStn4f8L0G1h6ZIucROjmANyyn2HBJl5SjPMLK3EgRjze0kQOaL50clOPhu8zhKbbbKktm1XA53sExqwOZeMfLn-7BAbgW6zpwNJQit7j7q5uazTKYvDeoFMAnhqxsnzHXG2eWBtAa7xCNAo5KKSTNWAOOfq~FWzSRVGwBOSnwVzdeMarCtXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Development_of_an_Attribution_Based_Theory_of_Motivation_A_History_of_Ideas","translated_slug":"","page_count":34,"language":"en","content_type":"Work","summary":"The history of ideas guiding the development of an attribution-based theory of motivation is presented. These influences include the search for a “grand” theory of motivation (from drive and expectancy/value theory), an attempt to represent how the past may influence the present and the future (as Thorndike accomplished), and the incorporation of causes and their properties (from Heider and Rotter). The goal of this approach is the formulation of a conception in which causes influence action via the mediating mechanisms of specific affects (as first suggested by Atkinson) and expectancy. The empirical and conceptual contributions of the theory are summarized.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471719,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471719/thumbnails/1.jpg","file_name":"Thorndike_Award.doc","download_url":"https://www.academia.edu/attachments/39471719/download_file","bulk_download_file_name":"The_Development_of_an_Attribution_Based.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471719/Thorndike_Award.doc?1738256075=\u0026response-content-disposition=attachment%3B+filename%3DThe_Development_of_an_Attribution_Based.doc\u0026Expires=1743457391\u0026Signature=SbCewjJdaHL-OVZdDazQATc6iS7ZXxqXetGiqZKwl0ynWEHSP~bZ92KQA9t4RBIicmNvhC7vPSYGnE8ADtL-v~nzqWz54Ugezgaf1SH8EEEc~jb4VzkrUyHiHxwa2Pmv~wf48vnHg-rJn-ywEM3dtawqIN9rkmpTLIStn4f8L0G1h6ZIucROjmANyyn2HBJl5SjPMLK3EgRjze0kQOaL50clOPhu8zhKbbbKktm1XA53sExqwOZeMfLn-7BAbgW6zpwNJQit7j7q5uazTKYvDeoFMAnhqxsnzHXG2eWBtAa7xCNAo5KKSTNWAOOfq~FWzSRVGwBOSnwVzdeMarCtXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1053,"name":"History of Ideas","url":"https://www.academia.edu/Documents/in/History_of_Ideas"},{"id":22558,"name":"Role of the Educational Psychologist","url":"https://www.academia.edu/Documents/in/Role_of_the_Educational_Psychologist"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369981-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370041"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370041/Bad_Starts_and_Better_Finishes_Attributional_Retraining_and_Initial_Performance_in_Competitive_Achievement_Settings"><img alt="Research paper thumbnail of Bad Starts and Better Finishes: Attributional Retraining and Initial Performance in Competitive Achievement Settings" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Bad Starts and Better Finishes: Attributional Retraining and Initial Performance in Competitive Achievement Settings</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Transitions to new achievement settings are often accompanied by unfamiliar learning conditions w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Transitions to new achievement settings are often accompanied by unfamiliar learning conditions wherein individuals experience unanticipated failures and engage in dysfunctional explanatory thinking. To counter these developments, attributional retraining (AR) was presented to 457 first-year students following an initial test in a two-semester course. A Semester 1 AR treatment (no, yes) and initial-test-performance (low, average, high) 2 x 3 quasi-experimental design was used to assess Semester 2 attributions, emotions, and performance outcomes. AR encouraged all students to endorse controllable attributions and de-emphasize uncontrollable attributions in explaining achievement outcomes in Semester 2. For low- and average-initial-performance students, AR improved subsequent in-class tests, final course grades, and first-year GPAs. Higher initial-test-performance was related to positive emotions and better achievement in Semester 2. The discussion focused on the implications of AR for attributional thinking in unfamiliar achievement settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370041"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370041"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370041; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370041]").text(description); $(".js-view-count[data-work-id=17370041]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370041; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370041']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370041]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370041,"title":"Bad Starts and Better Finishes: Attributional Retraining and Initial Performance in Competitive Achievement Settings","translated_title":"","metadata":{"abstract":"Transitions to new achievement settings are often accompanied by unfamiliar learning conditions wherein individuals experience unanticipated failures and engage in dysfunctional explanatory thinking. To counter these developments, attributional retraining (AR) was presented to 457 first-year students following an initial test in a two-semester course. A Semester 1 AR treatment (no, yes) and initial-test-performance (low, average, high) 2 x 3 quasi-experimental design was used to assess Semester 2 attributions, emotions, and performance outcomes. AR encouraged all students to endorse controllable attributions and de-emphasize uncontrollable attributions in explaining achievement outcomes in Semester 2. For low- and average-initial-performance students, AR improved subsequent in-class tests, final course grades, and first-year GPAs. Higher initial-test-performance was related to positive emotions and better achievement in Semester 2. The discussion focused on the implications of AR for attributional thinking in unfamiliar achievement settings.","journal_name":"Journal of Social and Clinical Psychology, Vol. 29, No. 6, pp. 668-700","publication_date":{"day":null,"month":6,"year":2010,"errors":{}}},"translated_abstract":"Transitions to new achievement settings are often accompanied by unfamiliar learning conditions wherein individuals experience unanticipated failures and engage in dysfunctional explanatory thinking. To counter these developments, attributional retraining (AR) was presented to 457 first-year students following an initial test in a two-semester course. A Semester 1 AR treatment (no, yes) and initial-test-performance (low, average, high) 2 x 3 quasi-experimental design was used to assess Semester 2 attributions, emotions, and performance outcomes. AR encouraged all students to endorse controllable attributions and de-emphasize uncontrollable attributions in explaining achievement outcomes in Semester 2. For low- and average-initial-performance students, AR improved subsequent in-class tests, final course grades, and first-year GPAs. Higher initial-test-performance was related to positive emotions and better achievement in Semester 2. The discussion focused on the implications of AR for attributional thinking in unfamiliar achievement settings.","internal_url":"https://www.academia.edu/17370041/Bad_Starts_and_Better_Finishes_Attributional_Retraining_and_Initial_Performance_in_Competitive_Achievement_Settings","translated_internal_url":"","created_at":"2015-10-27T15:00:14.843-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Bad_Starts_and_Better_Finishes_Attributional_Retraining_and_Initial_Performance_in_Competitive_Achievement_Settings","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Transitions to new achievement settings are often accompanied by unfamiliar learning conditions wherein individuals experience unanticipated failures and engage in dysfunctional explanatory thinking. To counter these developments, attributional retraining (AR) was presented to 457 first-year students following an initial test in a two-semester course. A Semester 1 AR treatment (no, yes) and initial-test-performance (low, average, high) 2 x 3 quasi-experimental design was used to assess Semester 2 attributions, emotions, and performance outcomes. AR encouraged all students to endorse controllable attributions and de-emphasize uncontrollable attributions in explaining achievement outcomes in Semester 2. For low- and average-initial-performance students, AR improved subsequent in-class tests, final course grades, and first-year GPAs. Higher initial-test-performance was related to positive emotions and better achievement in Semester 2. The discussion focused on the implications of AR for attributional thinking in unfamiliar achievement settings.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370041-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370064"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370064/Little_Known_Truths_Quirky_Anecdotes_Seething_Scandals_and_Even_Some_Science_in_the_History_of_Primarily_Achievement_Motivation"><img alt="Research paper thumbnail of Little-Known Truths, Quirky Anecdotes, Seething Scandals, and Even Some Science in the History of (Primarily Achievement) Motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39471744/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370064/Little_Known_Truths_Quirky_Anecdotes_Seething_Scandals_and_Even_Some_Science_in_the_History_of_Primarily_Achievement_Motivation">Little-Known Truths, Quirky Anecdotes, Seething Scandals, and Even Some Science in the History of (Primarily Achievement) Motivation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents a history of the study of motivation from approximately 1900-1975, focusing...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9684b50da4919923472fc457754ac6d8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471744,"asset_id":17370064,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471744/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370064"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370064"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370064; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370064]").text(description); $(".js-view-count[data-work-id=17370064]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370064; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370064']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9684b50da4919923472fc457754ac6d8" } } $('.js-work-strip[data-work-id=17370064]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370064,"title":"Little-Known Truths, Quirky Anecdotes, Seething Scandals, and Even Some Science in the History of (Primarily Achievement) Motivation","translated_title":"","metadata":{"abstract":"This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.","journal_name":"Personality and Social Psychology Review, Vol. 17, No. 3","publication_date":{"day":null,"month":4,"year":2013,"errors":{}}},"translated_abstract":"This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.","internal_url":"https://www.academia.edu/17370064/Little_Known_Truths_Quirky_Anecdotes_Seething_Scandals_and_Even_Some_Science_in_the_History_of_Primarily_Achievement_Motivation","translated_internal_url":"","created_at":"2015-10-27T15:00:20.317-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471744,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471744/thumbnails/1.jpg","file_name":"S.History_of_motivation.doc","download_url":"https://www.academia.edu/attachments/39471744/download_file","bulk_download_file_name":"Little_Known_Truths_Quirky_Anecdotes_See.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471744/S.History_of_motivation.doc?1738256075=\u0026response-content-disposition=attachment%3B+filename%3DLittle_Known_Truths_Quirky_Anecdotes_See.doc\u0026Expires=1743549636\u0026Signature=XIUv8PyRKI6J6uWfyPxy9Qv8lohpa4zSYrBMh5fNAxJ7-d96oPP3n5EBZjhePkQU-Z1VyjUBgfvYi~BOWITA7F9DnOsJ9HzE7cHSmvQi3tm7Nyx56i3ROMotYvPAzvrJVHxf45F9krYWyLSplOY79DbY2I~gboKd70bD4zuDqI6N1Xmb8JkSHeCqHk~YqGatiRN4-7pHQfmYSkLw2aiEklrSbIjmJPLZSu9C8BSMLqMAkTtSRtbhTj-gxnbW52A8HqdUXakTQRswkWFSEjFf1VcDq-Y~l1ls8NLFVFBRoqz8rBVtOYCkKNiPROKdOoLplCOvRlFQld67vcHhkL2rVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Little_Known_Truths_Quirky_Anecdotes_Seething_Scandals_and_Even_Some_Science_in_the_History_of_Primarily_Achievement_Motivation","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471744,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471744/thumbnails/1.jpg","file_name":"S.History_of_motivation.doc","download_url":"https://www.academia.edu/attachments/39471744/download_file","bulk_download_file_name":"Little_Known_Truths_Quirky_Anecdotes_See.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471744/S.History_of_motivation.doc?1738256075=\u0026response-content-disposition=attachment%3B+filename%3DLittle_Known_Truths_Quirky_Anecdotes_See.doc\u0026Expires=1743549636\u0026Signature=XIUv8PyRKI6J6uWfyPxy9Qv8lohpa4zSYrBMh5fNAxJ7-d96oPP3n5EBZjhePkQU-Z1VyjUBgfvYi~BOWITA7F9DnOsJ9HzE7cHSmvQi3tm7Nyx56i3ROMotYvPAzvrJVHxf45F9krYWyLSplOY79DbY2I~gboKd70bD4zuDqI6N1Xmb8JkSHeCqHk~YqGatiRN4-7pHQfmYSkLw2aiEklrSbIjmJPLZSu9C8BSMLqMAkTtSRtbhTj-gxnbW52A8HqdUXakTQRswkWFSEjFf1VcDq-Y~l1ls8NLFVFBRoqz8rBVtOYCkKNiPROKdOoLplCOvRlFQld67vcHhkL2rVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":82280,"name":"Gestalt Theory","url":"https://www.academia.edu/Documents/in/Gestalt_Theory"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":598602,"name":"Psychological Theory","url":"https://www.academia.edu/Documents/in/Psychological_Theory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370064-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370083"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370083/Attributing_illness_to_old_age_Consequences_of_a_self_directed_stereotype_for_health_and_mortality"><img alt="Research paper thumbnail of Attributing illness to ‘old age:’ Consequences of a self-directed stereotype for health and mortality" class="work-thumbnail" src="https://attachments.academia-assets.com/39471761/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370083/Attributing_illness_to_old_age_Consequences_of_a_self_directed_stereotype_for_health_and_mortality">Attributing illness to ‘old age:’ Consequences of a self-directed stereotype for health and mortality</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N = 105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0d0a381b4139d52f382273e85c65e9a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471761,"asset_id":17370083,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471761/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370083"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370083"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370083; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370083]").text(description); $(".js-view-count[data-work-id=17370083]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370083; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370083']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f0d0a381b4139d52f382273e85c65e9a" } } $('.js-work-strip[data-work-id=17370083]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370083,"title":"Attributing illness to ‘old age:’ Consequences of a self-directed stereotype for health and mortality","translated_title":"","metadata":{"abstract":"Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N = 105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.","ai_title_tag":"Old Age Attribution and Health Outcomes","journal_name":"Psychology \u0026 Health, Vol. 27, No. 8, pp. 881-97","publication_date":{"day":null,"month":12,"year":2011,"errors":{}}},"translated_abstract":"Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N = 105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.","internal_url":"https://www.academia.edu/17370083/Attributing_illness_to_old_age_Consequences_of_a_self_directed_stereotype_for_health_and_mortality","translated_internal_url":"","created_at":"2015-10-27T15:00:23.399-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471761,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471761/thumbnails/1.jpg","file_name":"Attributing_illness_to_old_age_consequ20151027-2318-1cuv5fy.pdf","download_url":"https://www.academia.edu/attachments/39471761/download_file","bulk_download_file_name":"Attributing_illness_to_old_age_Consequen.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471761/Attributing_illness_to_old_age_consequ20151027-2318-1cuv5fy-libre.pdf?1445986095=\u0026response-content-disposition=attachment%3B+filename%3DAttributing_illness_to_old_age_Consequen.pdf\u0026Expires=1743457391\u0026Signature=cLb~F~rQR-pDPdB082ntrV-NMWpXSnalpGTLVKWszueXY--lUSHSWqRBOFuYuU95Lj9OQFwg09I-hgRuoRCkJinmchjCyK1XBfTeJKxa4zZQT5RPJnG97Bj5RQeTtgl7Ys6386On6NFBYLbMsY85u7R5A33PdlATzhggUalZiqXOO4Uv1BDjmJzU8EfRqN2hq05FuaSpUayOFT~UzQEDKy2JbehxepZd~ysiNRTQclqVrJn8rPLk1ze5sLaHsp-wM-iRb~kQ8YsU9UtBJWOGadodq0H5ehehBpXLilgSitHTU5QTyBVPGbwC5c9zhHhpT-el2zqTBifAvmCbcKRJiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Attributing_illness_to_old_age_Consequences_of_a_self_directed_stereotype_for_health_and_mortality","translated_slug":"","page_count":18,"language":"en","content_type":"Work","summary":"Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N = 105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471761,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471761/thumbnails/1.jpg","file_name":"Attributing_illness_to_old_age_consequ20151027-2318-1cuv5fy.pdf","download_url":"https://www.academia.edu/attachments/39471761/download_file","bulk_download_file_name":"Attributing_illness_to_old_age_Consequen.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471761/Attributing_illness_to_old_age_consequ20151027-2318-1cuv5fy-libre.pdf?1445986095=\u0026response-content-disposition=attachment%3B+filename%3DAttributing_illness_to_old_age_Consequen.pdf\u0026Expires=1743457391\u0026Signature=cLb~F~rQR-pDPdB082ntrV-NMWpXSnalpGTLVKWszueXY--lUSHSWqRBOFuYuU95Lj9OQFwg09I-hgRuoRCkJinmchjCyK1XBfTeJKxa4zZQT5RPJnG97Bj5RQeTtgl7Ys6386On6NFBYLbMsY85u7R5A33PdlATzhggUalZiqXOO4Uv1BDjmJzU8EfRqN2hq05FuaSpUayOFT~UzQEDKy2JbehxepZd~ysiNRTQclqVrJn8rPLk1ze5sLaHsp-wM-iRb~kQ8YsU9UtBJWOGadodq0H5ehehBpXLilgSitHTU5QTyBVPGbwC5c9zhHhpT-el2zqTBifAvmCbcKRJiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":260,"name":"Health Psychology","url":"https://www.academia.edu/Documents/in/Health_Psychology"},{"id":2122,"name":"Death","url":"https://www.academia.edu/Documents/in/Death"},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging"},{"id":22927,"name":"Chronic illness","url":"https://www.academia.edu/Documents/in/Chronic_illness"},{"id":24377,"name":"Mortality","url":"https://www.academia.edu/Documents/in/Mortality"},{"id":83069,"name":"Old Age","url":"https://www.academia.edu/Documents/in/Old_Age"},{"id":86018,"name":"Locus of Control","url":"https://www.academia.edu/Documents/in/Locus_of_Control"},{"id":97269,"name":"Chronic Disease","url":"https://www.academia.edu/Documents/in/Chronic_Disease"},{"id":100383,"name":"Stereotyping","url":"https://www.academia.edu/Documents/in/Stereotyping"},{"id":224578,"name":"Multiple Regression","url":"https://www.academia.edu/Documents/in/Multiple_Regression"},{"id":228832,"name":"Heart Disease","url":"https://www.academia.edu/Documents/in/Heart_Disease"},{"id":232534,"name":"Health Status","url":"https://www.academia.edu/Documents/in/Health_Status"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":806178,"name":"Older Adult","url":"https://www.academia.edu/Documents/in/Older_Adult"},{"id":1441309,"name":"Functional Status","url":"https://www.academia.edu/Documents/in/Functional_Status"},{"id":1777333,"name":"Health Outcome","url":"https://www.academia.edu/Documents/in/Health_Outcome"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370083-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370092"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370092/Whose_fault_is_it_anyway_How_do_parents_respond_to_their_child_s_setbacks"><img alt="Research paper thumbnail of Whose fault is it anyway: How do parents respond to their child’s setbacks?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Whose fault is it anyway: How do parents respond to their child’s setbacks?</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT We documented what parents report as the cause of their child’s academic and conduct set...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT We documented what parents report as the cause of their child’s academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5–18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents’ attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370092"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370092"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370092; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370092]").text(description); $(".js-view-count[data-work-id=17370092]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370092; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370092']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370092]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370092,"title":"Whose fault is it anyway: How do parents respond to their child’s setbacks?","translated_title":"","metadata":{"abstract":"ABSTRACT We documented what parents report as the cause of their child’s academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5–18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents’ attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners.","journal_name":"Social Psychology of Education Vol. 16, No. 1, pp. 95-109","publication_date":{"day":null,"month":3,"year":2013,"errors":{}}},"translated_abstract":"ABSTRACT We documented what parents report as the cause of their child’s academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5–18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents’ attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners.","internal_url":"https://www.academia.edu/17370092/Whose_fault_is_it_anyway_How_do_parents_respond_to_their_child_s_setbacks","translated_internal_url":"","created_at":"2015-10-27T15:00:24.663-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Whose_fault_is_it_anyway_How_do_parents_respond_to_their_child_s_setbacks","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"ABSTRACT We documented what parents report as the cause of their child’s academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5–18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents’ attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":126786,"name":"Social Psychology of Education","url":"https://www.academia.edu/Documents/in/Social_Psychology_of_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370092-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370135"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370135/Motivation_Past_Present_and_Future"><img alt="Research paper thumbnail of Motivation: Past, Present, and Future" class="work-thumbnail" src="https://attachments.academia-assets.com/39592424/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370135/Motivation_Past_Present_and_Future">Motivation: Past, Present, and Future</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="99041824d02f891fcd5c6677d267c68c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39592424,"asset_id":17370135,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39592424/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370135"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370135"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370135; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370135]").text(description); $(".js-view-count[data-work-id=17370135]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370135; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370135']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "99041824d02f891fcd5c6677d267c68c" } } $('.js-work-strip[data-work-id=17370135]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370135,"title":"Motivation: Past, Present, and Future","translated_title":"","metadata":{"more_info":"In K. R. Harris S. Graham, \u0026 T. Urdan (Eds.), APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues, pp. 367-397","publication_date":{"day":null,"month":null,"year":2012,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370135/Motivation_Past_Present_and_Future","translated_internal_url":"","created_at":"2015-10-27T15:00:31.594-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39592424,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39592424/thumbnails/1.jpg","file_name":"Motivation_-_Past__Present_and_Future.pdf","download_url":"https://www.academia.edu/attachments/39592424/download_file","bulk_download_file_name":"Motivation_Past_Present_and_Future.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39592424/Motivation_-_Past__Present_and_Future-libre.pdf?1446404666=\u0026response-content-disposition=attachment%3B+filename%3DMotivation_Past_Present_and_Future.pdf\u0026Expires=1743457391\u0026Signature=aQiDK6pyCFZVrYzx1eI-Pg5J651qnAfH2cpkjF-qVkbSa6eml5GGrhGFN-VV0m709rlBy9m1cRW~kfygLEC57Z112ZrRUO47OzJCrWXfCv90jJtve7JFEBdN5G3YVR8i9dvZHHLCVa5lRtGSZ9agPZmyFcmtbASy~eeUOQqLPbM6rKeDTXHtoKnRmjkWOURo5blNdbQdTe88rX6YLt9bD3kWkSx1xZSDRsMz2LylJ~~~NmK2UWBNX5e6Odf1s7dTGksIojTLIYB-X1ObzEgmbkbXG~MzSps0HBIHFQIK7ej3wEQHuXGilOKMLp4LGyWYVvDY~6i51zYszyjLSORf5w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivation_Past_Present_and_Future","translated_slug":"","page_count":31,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39592424,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39592424/thumbnails/1.jpg","file_name":"Motivation_-_Past__Present_and_Future.pdf","download_url":"https://www.academia.edu/attachments/39592424/download_file","bulk_download_file_name":"Motivation_Past_Present_and_Future.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39592424/Motivation_-_Past__Present_and_Future-libre.pdf?1446404666=\u0026response-content-disposition=attachment%3B+filename%3DMotivation_Past_Present_and_Future.pdf\u0026Expires=1743457391\u0026Signature=aQiDK6pyCFZVrYzx1eI-Pg5J651qnAfH2cpkjF-qVkbSa6eml5GGrhGFN-VV0m709rlBy9m1cRW~kfygLEC57Z112ZrRUO47OzJCrWXfCv90jJtve7JFEBdN5G3YVR8i9dvZHHLCVa5lRtGSZ9agPZmyFcmtbASy~eeUOQqLPbM6rKeDTXHtoKnRmjkWOURo5blNdbQdTe88rX6YLt9bD3kWkSx1xZSDRsMz2LylJ~~~NmK2UWBNX5e6Odf1s7dTGksIojTLIYB-X1ObzEgmbkbXG~MzSps0HBIHFQIK7ej3wEQHuXGilOKMLp4LGyWYVvDY~6i51zYszyjLSORf5w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370135-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370144"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370144/Ultimate_and_Proximal_Determinants_of_Motivation_Given_an_Attribution_Perspective_and_the_Metaphors_Guiding_Attribution_Theory"><img alt="Research paper thumbnail of Ultimate and Proximal Determinants of Motivation Given an Attribution Perspective and the Metaphors Guiding Attribution Theory" class="work-thumbnail" src="https://attachments.academia-assets.com/39575405/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370144/Ultimate_and_Proximal_Determinants_of_Motivation_Given_an_Attribution_Perspective_and_the_Metaphors_Guiding_Attribution_Theory">Ultimate and Proximal Determinants of Motivation Given an Attribution Perspective and the Metaphors Guiding Attribution Theory</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Attribution theory includes mastery and maintenance of society among its ultimate determinants of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Attribution theory includes mastery and maintenance of society among its ultimate determinants of action and a variety of information sources and emotions as the proximal or immediate determinants of motivation. These goals are guided by two metaphors: the person as a scientist and the person as a judge. I discuss these positions and point out some of the perceived limitations of the articles in this special issue.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a72126ed0d61c6c0eae58cfa0ddac3a9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39575405,"asset_id":17370144,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39575405/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370144"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370144"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370144; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370144]").text(description); $(".js-view-count[data-work-id=17370144]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370144; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370144']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a72126ed0d61c6c0eae58cfa0ddac3a9" } } $('.js-work-strip[data-work-id=17370144]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370144,"title":"Ultimate and Proximal Determinants of Motivation Given an Attribution Perspective and the Metaphors Guiding Attribution Theory","translated_title":"","metadata":{"abstract":"Attribution theory includes mastery and maintenance of society among its ultimate determinants of action and a variety of information sources and emotions as the proximal or immediate determinants of motivation. These goals are guided by two metaphors: the person as a scientist and the person as a judge. I discuss these positions and point out some of the perceived limitations of the articles in this special issue.","ai_title_tag":"Determinants of Motivation in Attribution Theory","journal_name":"Group \u0026 Organization Management, Vol. 36, No. 4, pp. 526-532","publication_date":{"day":null,"month":7,"year":2011,"errors":{}}},"translated_abstract":"Attribution theory includes mastery and maintenance of society among its ultimate determinants of action and a variety of information sources and emotions as the proximal or immediate determinants of motivation. These goals are guided by two metaphors: the person as a scientist and the person as a judge. I discuss these positions and point out some of the perceived limitations of the articles in this special issue.","internal_url":"https://www.academia.edu/17370144/Ultimate_and_Proximal_Determinants_of_Motivation_Given_an_Attribution_Perspective_and_the_Metaphors_Guiding_Attribution_Theory","translated_internal_url":"","created_at":"2015-10-27T15:00:33.045-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39575405,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39575405/thumbnails/1.jpg","file_name":"2011_-_Ultimate_and_Proximal_Determinants_of_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39575405/download_file","bulk_download_file_name":"Ultimate_and_Proximal_Determinants_of_Mo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39575405/2011_-_Ultimate_and_Proximal_Determinants_of_Motivation-libre.pdf?1446315216=\u0026response-content-disposition=attachment%3B+filename%3DUltimate_and_Proximal_Determinants_of_Mo.pdf\u0026Expires=1743457391\u0026Signature=LnRKKpTvu9g0F-Zye9kzxXUyo-yxD1Hb2auDiw80RfELKOgMWVEbf9c881FIMQ3jF~~0yJczGIKrFN8FrncIEsRI1IcvC82Z9Tv1EclGBMz21ecm68VoJBbAxolYCQl1bdpf6vbf0VMm4zjEuy-ug9Q1adG-Cw8MesyhDjs3uMa0-VIZIGSwdlYZVwN1Pr~wC~VxMOEw9jMjvaQxtsvs2W0GewrOwYBW5DRCefPOr7V3x5etbqqX-o1kOUPB7Fes5AqBpbofuR-fOu~8UI6JU6cdTfYZPwI~Adg~xLaMVyXU1QhX8HDGfNjbrQzwyyNp3sLxRV4UKk9DOOTDtuvhUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Ultimate_and_Proximal_Determinants_of_Motivation_Given_an_Attribution_Perspective_and_the_Metaphors_Guiding_Attribution_Theory","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Attribution theory includes mastery and maintenance of society among its ultimate determinants of action and a variety of information sources and emotions as the proximal or immediate determinants of motivation. These goals are guided by two metaphors: the person as a scientist and the person as a judge. I discuss these positions and point out some of the perceived limitations of the articles in this special issue.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39575405,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39575405/thumbnails/1.jpg","file_name":"2011_-_Ultimate_and_Proximal_Determinants_of_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39575405/download_file","bulk_download_file_name":"Ultimate_and_Proximal_Determinants_of_Mo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39575405/2011_-_Ultimate_and_Proximal_Determinants_of_Motivation-libre.pdf?1446315216=\u0026response-content-disposition=attachment%3B+filename%3DUltimate_and_Proximal_Determinants_of_Mo.pdf\u0026Expires=1743457391\u0026Signature=LnRKKpTvu9g0F-Zye9kzxXUyo-yxD1Hb2auDiw80RfELKOgMWVEbf9c881FIMQ3jF~~0yJczGIKrFN8FrncIEsRI1IcvC82Z9Tv1EclGBMz21ecm68VoJBbAxolYCQl1bdpf6vbf0VMm4zjEuy-ug9Q1adG-Cw8MesyhDjs3uMa0-VIZIGSwdlYZVwN1Pr~wC~VxMOEw9jMjvaQxtsvs2W0GewrOwYBW5DRCefPOr7V3x5etbqqX-o1kOUPB7Fes5AqBpbofuR-fOu~8UI6JU6cdTfYZPwI~Adg~xLaMVyXU1QhX8HDGfNjbrQzwyyNp3sLxRV4UKk9DOOTDtuvhUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370144-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370147"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370147/The_Attribution_Approach_to_Emotion_and_Motivation_History_Hypotheses_Home_Runs_Headaches_Heartaches"><img alt="Research paper thumbnail of The Attribution Approach to Emotion and Motivation: History, Hypotheses, Home Runs, Headaches/Heartaches" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The Attribution Approach to Emotion and Motivation: History, Hypotheses, Home Runs, Headaches/Heartaches</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article the history of the attribution approach to emotion and motivation is reviewed. Ea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article the history of the attribution approach to emotion and motivation is reviewed. Early motivation theorists incorporated emotion within the pleasure/pain principle but they did not recognize specific emotions. This changed when Atkinson introduced his theory of achievement motivation, which argued that achievement strivings are determined by the anticipated emotions of pride and shame. Attribution theorists then suggested many other emotional reactions to success and failure that are determined by the perceived causes of achievement outcomes and the shared characteristics or dimensions of causality. The article outlines the hypothesized dimensional antecedents of a number of self-and other-directed achievement-related emotions following success (admiration, apprehension, confidence, disliking, envy, gratitude, liking, pride, and surprise) and failure (anger, guilt, helplessness, hope, hopelessness, pity, regret, Schadenfreude, scorn, shame, surprise, and sympathy). Motivational consequences of emotions also are highlighted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370147"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370147"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370147; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370147]").text(description); $(".js-view-count[data-work-id=17370147]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370147; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370147']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370147]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370147,"title":"The Attribution Approach to Emotion and Motivation: History, Hypotheses, Home Runs, Headaches/Heartaches","translated_title":"","metadata":{"abstract":"In this article the history of the attribution approach to emotion and motivation is reviewed. Early motivation theorists incorporated emotion within the pleasure/pain principle but they did not recognize specific emotions. This changed when Atkinson introduced his theory of achievement motivation, which argued that achievement strivings are determined by the anticipated emotions of pride and shame. Attribution theorists then suggested many other emotional reactions to success and failure that are determined by the perceived causes of achievement outcomes and the shared characteristics or dimensions of causality. The article outlines the hypothesized dimensional antecedents of a number of self-and other-directed achievement-related emotions following success (admiration, apprehension, confidence, disliking, envy, gratitude, liking, pride, and surprise) and failure (anger, guilt, helplessness, hope, hopelessness, pity, regret, Schadenfreude, scorn, shame, surprise, and sympathy). Motivational consequences of emotions also are highlighted.","journal_name":"Emotion Review, Vol. 6, No. 4, pp. :353-361","publication_date":{"day":null,"month":9,"year":2014,"errors":{}}},"translated_abstract":"In this article the history of the attribution approach to emotion and motivation is reviewed. Early motivation theorists incorporated emotion within the pleasure/pain principle but they did not recognize specific emotions. This changed when Atkinson introduced his theory of achievement motivation, which argued that achievement strivings are determined by the anticipated emotions of pride and shame. Attribution theorists then suggested many other emotional reactions to success and failure that are determined by the perceived causes of achievement outcomes and the shared characteristics or dimensions of causality. The article outlines the hypothesized dimensional antecedents of a number of self-and other-directed achievement-related emotions following success (admiration, apprehension, confidence, disliking, envy, gratitude, liking, pride, and surprise) and failure (anger, guilt, helplessness, hope, hopelessness, pity, regret, Schadenfreude, scorn, shame, surprise, and sympathy). Motivational consequences of emotions also are highlighted.","internal_url":"https://www.academia.edu/17370147/The_Attribution_Approach_to_Emotion_and_Motivation_History_Hypotheses_Home_Runs_Headaches_Heartaches","translated_internal_url":"","created_at":"2015-10-27T15:00:33.468-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Attribution_Approach_to_Emotion_and_Motivation_History_Hypotheses_Home_Runs_Headaches_Heartaches","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"In this article the history of the attribution approach to emotion and motivation is reviewed. Early motivation theorists incorporated emotion within the pleasure/pain principle but they did not recognize specific emotions. This changed when Atkinson introduced his theory of achievement motivation, which argued that achievement strivings are determined by the anticipated emotions of pride and shame. Attribution theorists then suggested many other emotional reactions to success and failure that are determined by the perceived causes of achievement outcomes and the shared characteristics or dimensions of causality. The article outlines the hypothesized dimensional antecedents of a number of self-and other-directed achievement-related emotions following success (admiration, apprehension, confidence, disliking, envy, gratitude, liking, pride, and surprise) and failure (anger, guilt, helplessness, hope, hopelessness, pity, regret, Schadenfreude, scorn, shame, surprise, and sympathy). Motivational consequences of emotions also are highlighted.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370147-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4318423" id="2000s"><div class="js-work-strip profile--work_container" data-work-id="17370133"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370133/An_Attributional_Approach_to_Perceived_Responsibility_for_Transgressions_Extensions_to_Child_Abuse_Punishment_Goals_and_Political_Ideology"><img alt="Research paper thumbnail of An Attributional Approach to Perceived Responsibility for Transgressions: Extensions to Child Abuse, Punishment Goals and Political Ideology" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">An Attributional Approach to Perceived Responsibility for Transgressions: Extensions to Child Abuse, Punishment Goals and Political Ideology</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract: A theory of social conduct is reviewed in which attributions of causality and inference...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract: A theory of social conduct is reviewed in which attributions of causality and inferences of responsibility are the key concepts. A meta-analysis testing this theory in the domain of help-giving provides strong support for the conceptualisation. Current research ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370133"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370133"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370133; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370133]").text(description); $(".js-view-count[data-work-id=17370133]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370133; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370133']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370133]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370133,"title":"An Attributional Approach to Perceived Responsibility for Transgressions: Extensions to Child Abuse, Punishment Goals and Political Ideology","translated_title":"","metadata":{"abstract":"Abstract: A theory of social conduct is reviewed in which attributions of causality and inferences of responsibility are the key concepts. A meta-analysis testing this theory in the domain of help-giving provides strong support for the conceptualisation. Current research ...","more_info":"in A. E. Auhagen and H.-W. Bierhoff (Eds.), Responsibility: The many faces of a social phenomenon (pp. 49-60). ","publisher":"London: Routledge.","publication_date":{"day":null,"month":null,"year":2001,"errors":{}}},"translated_abstract":"Abstract: A theory of social conduct is reviewed in which attributions of causality and inferences of responsibility are the key concepts. A meta-analysis testing this theory in the domain of help-giving provides strong support for the conceptualisation. Current research ...","internal_url":"https://www.academia.edu/17370133/An_Attributional_Approach_to_Perceived_Responsibility_for_Transgressions_Extensions_to_Child_Abuse_Punishment_Goals_and_Political_Ideology","translated_internal_url":"","created_at":"2015-10-27T15:00:31.442-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"An_Attributional_Approach_to_Perceived_Responsibility_for_Transgressions_Extensions_to_Child_Abuse_Punishment_Goals_and_Political_Ideology","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Abstract: A theory of social conduct is reviewed in which attributions of causality and inferences of responsibility are the key concepts. A meta-analysis testing this theory in the domain of help-giving provides strong support for the conceptualisation. Current research ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370133-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370150"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370150/Cap%C3%ADtulo_1_Attributional_Theorists_Have_Hearts_and_Minds_and_Perhaps_Souls_as_Well"><img alt="Research paper thumbnail of Capítulo 1. Attributional Theorists Have Hearts and Minds, and Perhaps Souls as Well" class="work-thumbnail" src="https://attachments.academia-assets.com/39563368/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370150/Cap%C3%ADtulo_1_Attributional_Theorists_Have_Hearts_and_Minds_and_Perhaps_Souls_as_Well">Capítulo 1. Attributional Theorists Have Hearts and Minds, and Perhaps Souls as Well</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25edc34c8ec736da239e962999648f01" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39563368,"asset_id":17370150,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39563368/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370150"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370150"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370150; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370150]").text(description); $(".js-view-count[data-work-id=17370150]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370150; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370150']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "25edc34c8ec736da239e962999648f01" } } $('.js-work-strip[data-work-id=17370150]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370150,"title":"Capítulo 1. Attributional Theorists Have Hearts and Minds, and Perhaps Souls as Well","translated_title":"","metadata":{"more_info":"in Bilbao, Itziar Etxebarria , Aitor Aritzeta Galán, Esther Barberá Heredia, Mariano Chóliz Montañés, María Pilar Jiménez Aleixandre, Francisco Martínez Sánchez, Pedro Manuel Mateos García, Darío Páez Rovira, eds, Emoción y Motivación: Contribuciones Actuales, Vol II: Motivación, (2008) pp. 11-32","organization":"Motivation and Emotion Association. Symposium (5th. 2007.San Sebastian)","publication_date":{"day":null,"month":null,"year":2008,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370150/Cap%C3%ADtulo_1_Attributional_Theorists_Have_Hearts_and_Minds_and_Perhaps_Souls_as_Well","translated_internal_url":"","created_at":"2015-10-27T15:00:34.360-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39563368,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39563368/thumbnails/1.jpg","file_name":"Attributions_Theorists_hav_hearts_and_minds.pdf","download_url":"https://www.academia.edu/attachments/39563368/download_file","bulk_download_file_name":"Capitulo_1_Attributional_Theorists_Have.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39563368/Attributions_Theorists_hav_hearts_and_minds-libre.pdf?1446243500=\u0026response-content-disposition=attachment%3B+filename%3DCapitulo_1_Attributional_Theorists_Have.pdf\u0026Expires=1743457391\u0026Signature=LqlTFnKBRG5Z3WCVTAItaCw8jHpXqTW-bxKHrPwcTFo5rbvWWIQ1nN~33VbuRB6Xba1V62Gv6aicWQB~72luLpXJS-rq5sPRxpbyiOqHyx-9h93A0Fv7kg3hCkpPWD32LEV3kGuDQT2C4tgeJ51n8XXlY89L1JAkimpVVu0lAP1khFMw9u~KIOxa4RbMvLnk8Z-EvGQT7s-dP9jYfGI9cGrTyRCQSU6a~qX5dzvoHg336sCUhvN~mNjMFRks-ahsy7arQf8d97ICvStK9Cz6B98evrWSFVXi8zaHZdeu60dLtc3SXsZx2DNrV3n8MHbignnZ1cPIMSk~Iz55BiSC2w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Capítulo_1_Attributional_Theorists_Have_Hearts_and_Minds_and_Perhaps_Souls_as_Well","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39563368,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39563368/thumbnails/1.jpg","file_name":"Attributions_Theorists_hav_hearts_and_minds.pdf","download_url":"https://www.academia.edu/attachments/39563368/download_file","bulk_download_file_name":"Capitulo_1_Attributional_Theorists_Have.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39563368/Attributions_Theorists_hav_hearts_and_minds-libre.pdf?1446243500=\u0026response-content-disposition=attachment%3B+filename%3DCapitulo_1_Attributional_Theorists_Have.pdf\u0026Expires=1743457391\u0026Signature=LqlTFnKBRG5Z3WCVTAItaCw8jHpXqTW-bxKHrPwcTFo5rbvWWIQ1nN~33VbuRB6Xba1V62Gv6aicWQB~72luLpXJS-rq5sPRxpbyiOqHyx-9h93A0Fv7kg3hCkpPWD32LEV3kGuDQT2C4tgeJ51n8XXlY89L1JAkimpVVu0lAP1khFMw9u~KIOxa4RbMvLnk8Z-EvGQT7s-dP9jYfGI9cGrTyRCQSU6a~qX5dzvoHg336sCUhvN~mNjMFRks-ahsy7arQf8d97ICvStK9Cz6B98evrWSFVXi8zaHZdeu60dLtc3SXsZx2DNrV3n8MHbignnZ1cPIMSk~Iz55BiSC2w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370150-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="572734"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/572734/Social_emotions_and_personality_inferences_A_scaffold_for_a_new_direction_in_the_study_of_achievement_motivation"><img alt="Research paper thumbnail of Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/2946342/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/572734/Social_emotions_and_personality_inferences_A_scaffold_for_a_new_direction_in_the_study_of_achievement_motivation">Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://haifa.academia.edu/ShlomoHareli">Shlomo Hareli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span>Educational Psychologist</span><span>, Jan 1, 2002</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-572734-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-572734-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29608658/table-1-intemal-uncontrollable-internal-uns-controllable"><img alt="‘Intemal, stable, uncontrollable. "Internal, unstable, controllable. “Success only; external, unstable, controllable (by other). “Failure only; external, stable, un- controllable. Emotions and Social Inferences of the Achiever, Teacher, and Peer Related to Task Outcome and Causal Attributions TABLE 1 " class="figure-slide-image" src="https://figures.academia-assets.com/2946342/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-572734-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2dd5dd1140771b751b6e254d16952f27" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":2946342,"asset_id":572734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/2946342/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="572734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="572734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 572734; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=572734]").text(description); $(".js-view-count[data-work-id=572734]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 572734; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='572734']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2dd5dd1140771b751b6e254d16952f27" } } $('.js-work-strip[data-work-id=572734]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":572734,"title":"Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation","translated_title":"","metadata":{"publisher":"informaworld.com","ai_abstract":"The paper explores the intersection of social emotions and personality inferences within the context of achievement motivation. It argues that understanding emotions such as envy, schadenfreude, and pride can enhance our comprehension of motivational dynamics in educational settings. Various research methodologies, including vignette studies and diary reports, are suggested to empirically investigate these emotional processes and their implications for performance evaluation and classroom interactions.","publication_date":{"day":1,"month":1,"year":2002,"errors":{}},"publication_name":"Educational Psychologist"},"translated_abstract":null,"internal_url":"https://www.academia.edu/572734/Social_emotions_and_personality_inferences_A_scaffold_for_a_new_direction_in_the_study_of_achievement_motivation","translated_internal_url":"","created_at":"2011-05-08T04:23:29.303-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":91734,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":5994834,"work_id":572734,"tagging_user_id":91734,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation"}],"downloadable_attachments":[{"id":2946342,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/2946342/thumbnails/1.jpg","file_name":"Edupaper_2002.pdf","download_url":"https://www.academia.edu/attachments/2946342/download_file","bulk_download_file_name":"Social_emotions_and_personality_inferenc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/2946342/Edupaper_2002-libre.pdf?1390829521=\u0026response-content-disposition=attachment%3B+filename%3DSocial_emotions_and_personality_inferenc.pdf\u0026Expires=1743457391\u0026Signature=BIgo~5uA0M8F2pDvTE4prEYlq4BeftI0LSB8992su1vKzv3Wp-3vamvsCQ5l~FSCxnhpIkajUqZbEBmhnIJC8QNfulIHkii46SPnZK5TyJEJKLElrLE2g1GeV1pFYNfSUuefkWGHd~mNZP~28ilqzvH~TyeYLNd3MGA4e9agutUoNW8AlSICud2rzOwvLkaYI-xBU7GOuLkyB1Ywfi44eQ8KGGoli0W4Z4du6L8LkEkfQbonpTQ6kQg1oIY8hTQksBtSnOoR2ESurVIBFRcsv2CFcZsMzv4C4W~tkqu2NUbCOhpYDzb1KN0mSDoS~qaS8NXFEhQcAm0ew-pCNJ4~uA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_emotions_and_personality_inferences_A_scaffold_for_a_new_direction_in_the_study_of_achievement_motivation","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":null,"owner":{"id":91734,"first_name":"Shlomo","middle_initials":null,"last_name":"Hareli","page_name":"ShlomoHareli","domain_name":"haifa","created_at":"2009-11-28T21:18:25.433-08:00","display_name":"Shlomo Hareli","url":"https://haifa.academia.edu/ShlomoHareli"},"attachments":[{"id":2946342,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/2946342/thumbnails/1.jpg","file_name":"Edupaper_2002.pdf","download_url":"https://www.academia.edu/attachments/2946342/download_file","bulk_download_file_name":"Social_emotions_and_personality_inferenc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/2946342/Edupaper_2002-libre.pdf?1390829521=\u0026response-content-disposition=attachment%3B+filename%3DSocial_emotions_and_personality_inferenc.pdf\u0026Expires=1743457391\u0026Signature=BIgo~5uA0M8F2pDvTE4prEYlq4BeftI0LSB8992su1vKzv3Wp-3vamvsCQ5l~FSCxnhpIkajUqZbEBmhnIJC8QNfulIHkii46SPnZK5TyJEJKLElrLE2g1GeV1pFYNfSUuefkWGHd~mNZP~28ilqzvH~TyeYLNd3MGA4e9agutUoNW8AlSICud2rzOwvLkaYI-xBU7GOuLkyB1Ywfi44eQ8KGGoli0W4Z4du6L8LkEkfQbonpTQ6kQg1oIY8hTQksBtSnOoR2ESurVIBFRcsv2CFcZsMzv4C4W~tkqu2NUbCOhpYDzb1KN0mSDoS~qaS8NXFEhQcAm0ew-pCNJ4~uA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion"},{"id":4784,"name":"Attribution Theory","url":"https://www.academia.edu/Documents/in/Attribution_Theory"},{"id":9456,"name":"Emotions (Social Psychology)","url":"https://www.academia.edu/Documents/in/Emotions_Social_Psychology_"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"},{"id":18441,"name":"Deservingness","url":"https://www.academia.edu/Documents/in/Deservingness"},{"id":18442,"name":"Social emotions","url":"https://www.academia.edu/Documents/in/Social_emotions"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-572734-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="572748"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/572748/Honesty_doesnt_always_pay_the_role_of_honesty_of_accounts_for_success_made_in_an_educational_setting_in_inferences_of_modesty_and_arrogance"><img alt="Research paper thumbnail of Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://haifa.academia.edu/ShlomoHareli">Shlomo Hareli</a></span></div><div class="wp-workCard_item"><span>Social Psychology of Education</span><span>, Jan 1, 2006</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="86ef0afdc21c41f5f21896564cc6a19d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":2946377,"asset_id":572748,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/2946377/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="572748"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="572748"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 572748; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=572748]").text(description); $(".js-view-count[data-work-id=572748]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 572748; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='572748']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "86ef0afdc21c41f5f21896564cc6a19d" } } $('.js-work-strip[data-work-id=572748]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":572748,"title":"Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance","translated_title":"","metadata":{"publisher":"Springer","publication_date":{"day":1,"month":1,"year":2006,"errors":{}},"publication_name":"Social Psychology of Education"},"translated_abstract":null,"internal_url":"https://www.academia.edu/572748/Honesty_doesnt_always_pay_the_role_of_honesty_of_accounts_for_success_made_in_an_educational_setting_in_inferences_of_modesty_and_arrogance","translated_internal_url":"","created_at":"2011-05-08T04:27:20.609-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":91734,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":7873482,"work_id":572748,"tagging_user_id":91734,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance"},{"id":21218701,"work_id":572748,"tagging_user_id":34438703,"tagged_user_id":10659421,"co_author_invite_id":null,"email":"j***e@mod-langs.ox.ac.uk","affiliation":"University of Oxford","display_order":4194304,"name":"Jennifer Yee","title":"Honesty doesn't always pay? the role of honesty of accounts for success made in an educational setting in inferences of modesty and arrogance"}],"downloadable_attachments":[],"slug":"Honesty_doesnt_always_pay_the_role_of_honesty_of_accounts_for_success_made_in_an_educational_setting_in_inferences_of_modesty_and_arrogance","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":91734,"first_name":"Shlomo","middle_initials":null,"last_name":"Hareli","page_name":"ShlomoHareli","domain_name":"haifa","created_at":"2009-11-28T21:18:25.433-08:00","display_name":"Shlomo Hareli","url":"https://haifa.academia.edu/ShlomoHareli"},"attachments":[{"id":2946377,"title":"","file_type":"","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"","download_url":"https://www.academia.edu/attachments/2946377/download_file","bulk_download_file_name":"Honesty_doesnt_always_pay_the_role_of_ho","bulk_download_url":"http://research.haifa.ac.il/~shareli/Hareli%20et%20al%20paper%20-%20final.pdf"}],"research_interests":[{"id":4784,"name":"Attribution Theory","url":"https://www.academia.edu/Documents/in/Attribution_Theory"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"}],"urls":[{"id":4508498,"url":"http://research.haifa.ac.il/~shareli/Hareli%20et%20al%20paper%20-%20final.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-572748-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369964"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369964/Social_motivation_and_moral_emotions_An_attribution_perspective"><img alt="Research paper thumbnail of Social motivation and moral emotions: An attribution perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/39843578/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369964/Social_motivation_and_moral_emotions_An_attribution_perspective">Social motivation and moral emotions: An attribution perspective</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Soci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Social Conduct (Weiner, 1995) was published. In the subsequent decade, the theoretical and empirical work presented there has expanded in many directions. These extensions ...</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369964-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369964-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632183/figure-1-sure-help-giving-and-aggression-from-an"><img alt="sure 2.2. Help-giving and aggression from an attributional perspective. " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632196/figure-2-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632204/figure-2-admiration-as-function-of-the-real-and-communicated"><img alt="Figure 2.5. Admiration as a function of the real and communicated (stated) causes of success (from Hareli, Weiner, & Yee, 2004) " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632211/figure-2-arrogance-as-function-of-the-real-and-communicated"><img alt="figure 2.6. Arrogance as a function of the real and communicated (stated) causes of success (from Hareli, Weiner, & Yee, 2004). " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632220/figure-5-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632224/figure-6-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632230/table-1-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632236/table-2-path-coefficients-for-help-giving-model-for-the"><img alt="Table 2.3. Path Coefficients for Help-Giving (Model 1) for the Moderator Type of Investigation (from Rudoiph et al., in press) " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632240/table-3-social-motivation-and-moral-emotions-an-attribution"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39843578/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6632246/table-2-classification-of-the-moral-emotions-the-moral"><img alt="Table 2.8. Classification of the Moral Emotions The moral emotions are shown in Table 2.8. The table distinguishes moral emotions on three dimensions: (1) if the emotion is self vs. other directed (e.g., guilt versus gratitude); (2) if the emotion is ability- versus effort-linked (i.e., if the emotion falls within the top or bottom half of the theory shown in Figure 2.1); and (3) whether the reaction is positive or negative. In Table 2.8 it can be seen that 12 moral emotions have been directed (e.g., guilt versus gratitude); (2) if the emotion is ability- versus " class="figure-slide-image" src="https://figures.academia-assets.com/39843578/table_004.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369964-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f9847e3a6b78a3593e4638c3a6b53f67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39843578,"asset_id":17369964,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39843578/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369964"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369964"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369964; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369964]").text(description); $(".js-view-count[data-work-id=17369964]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369964; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369964']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f9847e3a6b78a3593e4638c3a6b53f67" } } $('.js-work-strip[data-work-id=17369964]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369964,"title":"Social motivation and moral emotions: An attribution perspective","translated_title":"","metadata":{"abstract":"It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Social Conduct (Weiner, 1995) was published. In the subsequent decade, the theoretical and empirical work presented there has expanded in many directions. These extensions ...","more_info":"In Martinko, M. J. (Ed.), Attribution theory in the organizational sciences (pp. 4-24). Grenwich, Ct.: Information Age Publishing. Reprinted in I. Etxebarria (Ed.), Emotion and Motivation, Vol. II (pp. 11-32). Association of Motivation and Emotion: Spain.","ai_title_tag":"Attribution in Social Motivation and Morality","publication_date":{"day":null,"month":null,"year":2004,"errors":{}}},"translated_abstract":"It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Social Conduct (Weiner, 1995) was published. In the subsequent decade, the theoretical and empirical work presented there has expanded in many directions. These extensions ...","internal_url":"https://www.academia.edu/17369964/Social_motivation_and_moral_emotions_An_attribution_perspective","translated_internal_url":"","created_at":"2015-10-27T14:59:52.034-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39843578,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843578/thumbnails/1.jpg","file_name":"2004_-_Social_Motivations_and_Moral_Emotions.pdf","download_url":"https://www.academia.edu/attachments/39843578/download_file","bulk_download_file_name":"Social_motivation_and_moral_emotions_An.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843578/2004_-_Social_Motivations_and_Moral_Emotions-libre.pdf?1447105086=\u0026response-content-disposition=attachment%3B+filename%3DSocial_motivation_and_moral_emotions_An.pdf\u0026Expires=1743457391\u0026Signature=c4sS0q6~dYt7M1sVJq~ir9XFQXl7LTo2Bje4UIDzGo471-lw9Ybxw-u2zN7wJnVLchQTqxkXYyjtJeL7kKCYFf2V-0yjRgOwyuA4QYA9UZpK4KztnwdE2QPN5sFAumhqYH7WOyJ2ns1NE5v9pOCKe0cN2wpnzvEQ0SPsqWFGJ14u92~Aa4UVkqxA8OqVL2LlsQuJm93ZDTl9U7BxeeyVSSpstd-K6Upr0C8GrLzaYx8NNqbYAoyBOIS7usOF41Ot2kZ4~ZNeND5dmTOc5y8matbxFQiIvcF4DJjLcWTMmYI6QRN3RnKCiU85q6iuLgHyGOB1wOwPsyyyQDb54ODhsA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_motivation_and_moral_emotions_An_attribution_perspective","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":"It wasabout 10years agothat mybook, Judgments of Responsibility: Foundations for a Theory of Social Conduct (Weiner, 1995) was published. In the subsequent decade, the theoretical and empirical work presented there has expanded in many directions. These extensions ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39843578,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843578/thumbnails/1.jpg","file_name":"2004_-_Social_Motivations_and_Moral_Emotions.pdf","download_url":"https://www.academia.edu/attachments/39843578/download_file","bulk_download_file_name":"Social_motivation_and_moral_emotions_An.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843578/2004_-_Social_Motivations_and_Moral_Emotions-libre.pdf?1447105086=\u0026response-content-disposition=attachment%3B+filename%3DSocial_motivation_and_moral_emotions_An.pdf\u0026Expires=1743457391\u0026Signature=c4sS0q6~dYt7M1sVJq~ir9XFQXl7LTo2Bje4UIDzGo471-lw9Ybxw-u2zN7wJnVLchQTqxkXYyjtJeL7kKCYFf2V-0yjRgOwyuA4QYA9UZpK4KztnwdE2QPN5sFAumhqYH7WOyJ2ns1NE5v9pOCKe0cN2wpnzvEQ0SPsqWFGJ14u92~Aa4UVkqxA8OqVL2LlsQuJm93ZDTl9U7BxeeyVSSpstd-K6Upr0C8GrLzaYx8NNqbYAoyBOIS7usOF41Ot2kZ4~ZNeND5dmTOc5y8matbxFQiIvcF4DJjLcWTMmYI6QRN3RnKCiU85q6iuLgHyGOB1wOwPsyyyQDb54ODhsA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369964-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369967"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369967/Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression"><img alt="Research paper thumbnail of Remorse, Confession, Group Identity, and Expectancies About Repeating a Transgression" class="work-thumbnail" src="https://attachments.academia-assets.com/41909047/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369967/Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression">Remorse, Confession, Group Identity, and Expectancies About Repeating a Transgression</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Within impression management and attribution research confession presents a paradox. Rather than ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Within impression management and attribution research confession presents a paradox. Rather than trying to reduce blame, confessors accept responsibility for the transgression. Yet confession is an effective strategy for positive impression formation. In this article, the explanation for these benefits focuses on other's utilitarian concerns regarding future expectations of negative behavior by the transgressor. In 3 studies, level of remorse, harm, personal relevance, and group status are examined in situations of transgression. Remorse had the largest overall multivariate effect on the measures of forgiveness. Most affected by level of remorse was the perceived stability of the cause of transgressor's actions, which was a major antecedent of expectancies regarding future negative acts. It appears that an effective confession must include remorse to positively affect these future expectancies.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369967-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369967-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960667/table-1-arene-set-roy-bargmann-stepdown-tests-for-remorse"><img alt="arene Set Roy-Bargmann Stepdown F Tests for Remorse Versus No-Confession Versus No-Remorse With Stability Entered First and Then Last " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960684/table-1-ratings-as-function-of-remorseno-remorseno"><img alt="Ratings as a Function of Remorse—No-Remorse—No-Confession Note, Rem=remorse; No-Rem =no remorse; No-Con = no confession. Higher means represent more of a variable. All df= (2, 361), Means in the same row that do not that share subscripts differ at p < .05 in the Tukey HSD comparison. 17 = partial eta’. *n< 001. TABLE 1 " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960694/table-5-ratings-of-the-transgressor-as-function-of-harm-or"><img alt="Ratings of the Transgressor as a Function of Harm or No Harm Note, Higher means represent more of a variable. All df= (1, 329). n? = partial eta’. «6h ORL Ne 886! Onn TABLE 5 " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960704/table-6-ratings-of-the-transgressor-as-function-of-direct-or"><img alt="Ratings of the Transgressor as a Function of Direct or Indirect Confession Note. Higher m . . partial ete?, 6 eans represent more of a variable. All df= (1, 329). n?= "n< 005. TABLE 6 " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960716/table-5-note-correlations-among-pretest-prespeech-variables"><img alt="Note, Correlations among pretest (prespeech) variables appear above main diagonal, correlations among posttest (postspeech) variables appear below maix diagonal, and pretest—posttest correlations appear on the main diagonal. “p< .05. “p<.01. Pearson Bivariate Correlations for Study 3 " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14960720/table-6-note-standard-deviations-appear-on-the-diagonal"><img alt="Note. Standard deviations appear on the diagonal. " class="figure-slide-image" src="https://figures.academia-assets.com/41909047/table_006.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369967-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c643232b8c1313c380ff28f8e62f06bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":41909047,"asset_id":17369967,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/41909047/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369967]").text(description); $(".js-view-count[data-work-id=17369967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c643232b8c1313c380ff28f8e62f06bd" } } $('.js-work-strip[data-work-id=17369967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369967,"title":"Remorse, Confession, Group Identity, and Expectancies About Repeating a Transgression","translated_title":"","metadata":{"abstract":"Within impression management and attribution research confession presents a paradox. Rather than trying to reduce blame, confessors accept responsibility for the transgression. Yet confession is an effective strategy for positive impression formation. In this article, the explanation for these benefits focuses on other's utilitarian concerns regarding future expectations of negative behavior by the transgressor. In 3 studies, level of remorse, harm, personal relevance, and group status are examined in situations of transgression. Remorse had the largest overall multivariate effect on the measures of forgiveness. Most affected by level of remorse was the perceived stability of the cause of transgressor's actions, which was a major antecedent of expectancies regarding future negative acts. It appears that an effective confession must include remorse to positively affect these future expectancies.","ai_title_tag":"Confession and Remorse: Impact on Forgiveness and Future Behavior","journal_name":"Basic and Applied Social Psychology, Vol. 22, No. 4, pp. 291-300","publication_date":{"day":null,"month":12,"year":2000,"errors":{}}},"translated_abstract":"Within impression management and attribution research confession presents a paradox. Rather than trying to reduce blame, confessors accept responsibility for the transgression. Yet confession is an effective strategy for positive impression formation. In this article, the explanation for these benefits focuses on other's utilitarian concerns regarding future expectations of negative behavior by the transgressor. In 3 studies, level of remorse, harm, personal relevance, and group status are examined in situations of transgression. Remorse had the largest overall multivariate effect on the measures of forgiveness. Most affected by level of remorse was the perceived stability of the cause of transgressor's actions, which was a major antecedent of expectancies regarding future negative acts. It appears that an effective confession must include remorse to positively affect these future expectancies.","internal_url":"https://www.academia.edu/17369967/Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression","translated_internal_url":"","created_at":"2015-10-27T14:59:53.123-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":41909047,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41909047/thumbnails/1.jpg","file_name":"Remorse_Confession_Group_Identity_and_Ex20160202-30232-dzi1mr.pdf","download_url":"https://www.academia.edu/attachments/41909047/download_file","bulk_download_file_name":"Remorse_Confession_Group_Identity_and_Ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41909047/Remorse_Confession_Group_Identity_and_Ex20160202-30232-dzi1mr-libre.pdf?1454462693=\u0026response-content-disposition=attachment%3B+filename%3DRemorse_Confession_Group_Identity_and_Ex.pdf\u0026Expires=1743457391\u0026Signature=DVVxpx2jT61TD~JpkycuIr92nNcLdXqlCzWjaK8-lBrDP8hqv8Qzua13h-joYRPbpl01dlGx8MRSrS1ESrctpMznYke4o9ibEDdbvivcM3H9Wu2RmLQRfahWesPk0CwZ52mtWNnrFH~Ukml7ngvqNa47m-GxIpDDxKH7YVvL4jgPF5yC7275uxSEjuwzTHHN8orqgOro2tlEuFEvgUrAy6Fny9WG0fWSMlXdtvoeD5d52uxwnGNs~MeSfiJBWlUDUFhcW5JZPKetstI7lClnntc2fz5yPlv2kmvtCqQcwKZMMKu2nJ5-UbxmLZ5JsVpE8wU4Rnn4XWakEP-Gy20SUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"Within impression management and attribution research confession presents a paradox. Rather than trying to reduce blame, confessors accept responsibility for the transgression. Yet confession is an effective strategy for positive impression formation. In this article, the explanation for these benefits focuses on other's utilitarian concerns regarding future expectations of negative behavior by the transgressor. In 3 studies, level of remorse, harm, personal relevance, and group status are examined in situations of transgression. Remorse had the largest overall multivariate effect on the measures of forgiveness. Most affected by level of remorse was the perceived stability of the cause of transgressor's actions, which was a major antecedent of expectancies regarding future negative acts. It appears that an effective confession must include remorse to positively affect these future expectancies.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":41909047,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41909047/thumbnails/1.jpg","file_name":"Remorse_Confession_Group_Identity_and_Ex20160202-30232-dzi1mr.pdf","download_url":"https://www.academia.edu/attachments/41909047/download_file","bulk_download_file_name":"Remorse_Confession_Group_Identity_and_Ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41909047/Remorse_Confession_Group_Identity_and_Ex20160202-30232-dzi1mr-libre.pdf?1454462693=\u0026response-content-disposition=attachment%3B+filename%3DRemorse_Confession_Group_Identity_and_Ex.pdf\u0026Expires=1743457391\u0026Signature=DVVxpx2jT61TD~JpkycuIr92nNcLdXqlCzWjaK8-lBrDP8hqv8Qzua13h-joYRPbpl01dlGx8MRSrS1ESrctpMznYke4o9ibEDdbvivcM3H9Wu2RmLQRfahWesPk0CwZ52mtWNnrFH~Ukml7ngvqNa47m-GxIpDDxKH7YVvL4jgPF5yC7275uxSEjuwzTHHN8orqgOro2tlEuFEvgUrAy6Fny9WG0fWSMlXdtvoeD5d52uxwnGNs~MeSfiJBWlUDUFhcW5JZPKetstI7lClnntc2fz5yPlv2kmvtCqQcwKZMMKu2nJ5-UbxmLZ5JsVpE8wU4Rnn4XWakEP-Gy20SUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[{"id":6321584,"url":"https://www.researchgate.net/profile/Bernard_Weiner/publication/247808541_Remorse_Confession_Group_Identity_and_Expectancies_About_Repeating_a_Transgression/links/54e65b950cf2cd2e028eb3de.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369967-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369974"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369974/A_meta_analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective_Contributions_to_a_general_theory_of_motivation"><img alt="Research paper thumbnail of A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39840151/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369974/A_meta_analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective_Contributions_to_a_general_theory_of_motivation">A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present review syntheses 64 investigations on the determinants of helping and aggression invo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta-analytic test of the proposed causal cognition-emotion-behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="98033d5d32fc0aed521a79ac0fc17b8f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39840151,"asset_id":17369974,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39840151/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369974"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369974"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369974; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369974]").text(description); $(".js-view-count[data-work-id=17369974]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369974; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369974']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "98033d5d32fc0aed521a79ac0fc17b8f" } } $('.js-work-strip[data-work-id=17369974]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369974,"title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation","translated_title":"","metadata":{"abstract":"The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta-analytic test of the proposed causal cognition-emotion-behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed.","journal_name":"Cognition and Emotion, Vol. 18, No. 6, pp. 815-848","publication_date":{"day":null,"month":12,"year":2004,"errors":{}}},"translated_abstract":"The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta-analytic test of the proposed causal cognition-emotion-behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed.","internal_url":"https://www.academia.edu/17369974/A_meta_analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective_Contributions_to_a_general_theory_of_motivation","translated_internal_url":"","created_at":"2015-10-27T14:59:56.793-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103684,"work_id":17369974,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1308230,"email":"s***h@science.sdsu.edu","display_order":0,"name":"Scott Roesch","title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation"},{"id":8103685,"work_id":17369974,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":489102,"email":"s***h@sciences.sdsu.edu","display_order":4194304,"name":"Scott Roesch","title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation"},{"id":8103693,"work_id":17369974,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811259,"email":"u***h@phil.tu-chemnitz.de","display_order":6291456,"name":"Udo Rudolph","title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation"},{"id":8103696,"work_id":17369974,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811260,"email":"t***r@uibk.ac","display_order":7340032,"name":"Tobias Greitemeyer","title":"A meta‐analytic review of help giving and aggression from an attributional perspective: Contributions to a general theory of motivation"}],"downloadable_attachments":[{"id":39840151,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840151/thumbnails/1.jpg","file_name":"2004_-_A_meta-analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective.pdf","download_url":"https://www.academia.edu/attachments/39840151/download_file","bulk_download_file_name":"A_meta_analytic_review_of_help_giving_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840151/2004_-_A_meta-analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective-libre.pdf?1447100464=\u0026response-content-disposition=attachment%3B+filename%3DA_meta_analytic_review_of_help_giving_an.pdf\u0026Expires=1743457391\u0026Signature=YWwWWQykIhyllMa~6KjHYAgCKKFs4eHMwJmdm2pP~-L~e8mXcbhofg9Ji7KPqa8wwDZTmcsjCs6bLHVEp5mBeGT~M-lbILDHaOxQIzj5ZiWING-LUSfydmRf1pi4xslz0zIGNWFWpMdZcAVvr7nCHbDkm2FJE3ZphmrnDXPf0K6GF7eWQ3pGN92Q6tVDdl5-KjRYDDn9VekKQl30jV9Y2O1lD1Zr5EJ2HzMOBuAHMB0G3O4hmOuYOn7AgN7mBU~ou7VuCuAAN7HL8h6Ca67rmQNekA5dfUO7egGtYUS1TKYSEW~GWI9FXErJKzYQiBt9iQ-JxV3px2tTvY-ybFRgAg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_meta_analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective_Contributions_to_a_general_theory_of_motivation","translated_slug":"","page_count":34,"language":"en","content_type":"Work","summary":"The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta-analytic test of the proposed causal cognition-emotion-behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39840151,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840151/thumbnails/1.jpg","file_name":"2004_-_A_meta-analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective.pdf","download_url":"https://www.academia.edu/attachments/39840151/download_file","bulk_download_file_name":"A_meta_analytic_review_of_help_giving_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840151/2004_-_A_meta-analytic_review_of_help_giving_and_aggression_from_an_attributional_perspective-libre.pdf?1447100464=\u0026response-content-disposition=attachment%3B+filename%3DA_meta_analytic_review_of_help_giving_an.pdf\u0026Expires=1743457391\u0026Signature=YWwWWQykIhyllMa~6KjHYAgCKKFs4eHMwJmdm2pP~-L~e8mXcbhofg9Ji7KPqa8wwDZTmcsjCs6bLHVEp5mBeGT~M-lbILDHaOxQIzj5ZiWING-LUSfydmRf1pi4xslz0zIGNWFWpMdZcAVvr7nCHbDkm2FJE3ZphmrnDXPf0K6GF7eWQ3pGN92Q6tVDdl5-KjRYDDn9VekKQl30jV9Y2O1lD1Zr5EJ2HzMOBuAHMB0G3O4hmOuYOn7AgN7mBU~ou7VuCuAAN7HL8h6Ca67rmQNekA5dfUO7egGtYUS1TKYSEW~GWI9FXErJKzYQiBt9iQ-JxV3px2tTvY-ybFRgAg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":38678,"name":"Cognition and Emotion","url":"https://www.academia.edu/Documents/in/Cognition_and_Emotion"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369974-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369976"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369976/Cognitive_approaches_to_stress_and_coping"><img alt="Research paper thumbnail of Cognitive approaches to stress and coping" class="work-thumbnail" src="https://attachments.academia-assets.com/39840092/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369976/Cognitive_approaches_to_stress_and_coping">Cognitive approaches to stress and coping</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper provides an overview of the cognitive approaches that have recently been used to study...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper provides an overview of the cognitive approaches that have recently been used to study stress and coping. Our review focuses on empirical research that links an individual's initial cognitive interpretation (e.g. appraisal, attribution) of a stressor to coping methods and psychological and physical adjustment. The cognitive interpretation of an experience as 'stressful' is crucial in that it varies from person to person, and sets the stress and coping process in motion. Recent findings: Research has shown that appraising a stressor as a threat is associated with negative psychological and physical adjustment, whereas appraising a stressor as a challenge is associated with positive psychological and physical adjustment. There is also some evidence to suggest that the initial cognitive interpretation of a stressor indirectly influences adjustment via the elicitation of certain coping methods. Cognitive interventions that emphasize the alteration of negative interpretations or perceptions result in improved subsequent adjustment. Furthermore, the efficacy of treatment is maximized when other treatment components are also included, such as relaxation and social support. Summary: Clinical practitioners should be sensitive to individual differences in how clients appraise, explain, and cope with stressors. Moreover, it may be clinically beneficial to focus on the initial cognitive interpretations related to stress rather than directly changing coping behaviors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aea113d10d8652b4451b21b6fb053312" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39840092,"asset_id":17369976,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39840092/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369976"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369976"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369976; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369976]").text(description); $(".js-view-count[data-work-id=17369976]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369976; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369976']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aea113d10d8652b4451b21b6fb053312" } } $('.js-work-strip[data-work-id=17369976]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369976,"title":"Cognitive approaches to stress and coping","translated_title":"","metadata":{"abstract":"This paper provides an overview of the cognitive approaches that have recently been used to study stress and coping. Our review focuses on empirical research that links an individual's initial cognitive interpretation (e.g. appraisal, attribution) of a stressor to coping methods and psychological and physical adjustment. The cognitive interpretation of an experience as 'stressful' is crucial in that it varies from person to person, and sets the stress and coping process in motion. Recent findings: Research has shown that appraising a stressor as a threat is associated with negative psychological and physical adjustment, whereas appraising a stressor as a challenge is associated with positive psychological and physical adjustment. There is also some evidence to suggest that the initial cognitive interpretation of a stressor indirectly influences adjustment via the elicitation of certain coping methods. Cognitive interventions that emphasize the alteration of negative interpretations or perceptions result in improved subsequent adjustment. Furthermore, the efficacy of treatment is maximized when other treatment components are also included, such as relaxation and social support. Summary: Clinical practitioners should be sensitive to individual differences in how clients appraise, explain, and cope with stressors. Moreover, it may be clinically beneficial to focus on the initial cognitive interpretations related to stress rather than directly changing coping behaviors.","ai_title_tag":"Cognitive Approaches to Stress \u0026 Coping","journal_name":"Current Opinion in Psychiatry, Vol. 15, No. 6, pp. 627-632","publication_date":{"day":null,"month":10,"year":2002,"errors":{}}},"translated_abstract":"This paper provides an overview of the cognitive approaches that have recently been used to study stress and coping. Our review focuses on empirical research that links an individual's initial cognitive interpretation (e.g. appraisal, attribution) of a stressor to coping methods and psychological and physical adjustment. The cognitive interpretation of an experience as 'stressful' is crucial in that it varies from person to person, and sets the stress and coping process in motion. Recent findings: Research has shown that appraising a stressor as a threat is associated with negative psychological and physical adjustment, whereas appraising a stressor as a challenge is associated with positive psychological and physical adjustment. There is also some evidence to suggest that the initial cognitive interpretation of a stressor indirectly influences adjustment via the elicitation of certain coping methods. Cognitive interventions that emphasize the alteration of negative interpretations or perceptions result in improved subsequent adjustment. Furthermore, the efficacy of treatment is maximized when other treatment components are also included, such as relaxation and social support. Summary: Clinical practitioners should be sensitive to individual differences in how clients appraise, explain, and cope with stressors. Moreover, it may be clinically beneficial to focus on the initial cognitive interpretations related to stress rather than directly changing coping behaviors.","internal_url":"https://www.academia.edu/17369976/Cognitive_approaches_to_stress_and_coping","translated_internal_url":"","created_at":"2015-10-27T14:59:57.314-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":12167609,"work_id":17369976,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":451890,"email":"s***h@mail.sdsu.edu","display_order":0,"name":"S. Roesch","title":"Cognitive approaches to stress and coping"}],"downloadable_attachments":[{"id":39840092,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840092/thumbnails/1.jpg","file_name":"2002_-_Cognitive_approaches_to_stress_and_coping.pdf","download_url":"https://www.academia.edu/attachments/39840092/download_file","bulk_download_file_name":"Cognitive_approaches_to_stress_and_copin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840092/2002_-_Cognitive_approaches_to_stress_and_coping-libre.pdf?1447100470=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_approaches_to_stress_and_copin.pdf\u0026Expires=1743457391\u0026Signature=UoVGTxJR~AusT-G8d6qyzPiwTEkUiN32v5pPonfOdhHMsTHEdRI26khdXGyYYPWTuvnzFyuaEb04KRTFcy7mWqBeiVgjNXzmNE6NrWcm1jT~7laEwh9tPo9qHqZyIkssWWGWV9KjOFtjtZuiRFlrhubrjzkqH3x7DZhwg0591pMI~r7rUyeaFpN~2CcvyYQYAuavmCX0nfLSbUuZu7qIUuZ~HOoSRtHWQz6Df8tsdf19FrGS7I5agik8CLJw1YmwYP8wfv8Z5sG2bqg4446PQ0xUUyReJwUKBtZFC1w7eMwNWoWn7O-JgJDjggN-zZ8gJwwbFjyVzaTY1ueUStd8Pg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Cognitive_approaches_to_stress_and_coping","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"This paper provides an overview of the cognitive approaches that have recently been used to study stress and coping. Our review focuses on empirical research that links an individual's initial cognitive interpretation (e.g. appraisal, attribution) of a stressor to coping methods and psychological and physical adjustment. The cognitive interpretation of an experience as 'stressful' is crucial in that it varies from person to person, and sets the stress and coping process in motion. Recent findings: Research has shown that appraising a stressor as a threat is associated with negative psychological and physical adjustment, whereas appraising a stressor as a challenge is associated with positive psychological and physical adjustment. There is also some evidence to suggest that the initial cognitive interpretation of a stressor indirectly influences adjustment via the elicitation of certain coping methods. Cognitive interventions that emphasize the alteration of negative interpretations or perceptions result in improved subsequent adjustment. Furthermore, the efficacy of treatment is maximized when other treatment components are also included, such as relaxation and social support. Summary: Clinical practitioners should be sensitive to individual differences in how clients appraise, explain, and cope with stressors. Moreover, it may be clinically beneficial to focus on the initial cognitive interpretations related to stress rather than directly changing coping behaviors.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39840092,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840092/thumbnails/1.jpg","file_name":"2002_-_Cognitive_approaches_to_stress_and_coping.pdf","download_url":"https://www.academia.edu/attachments/39840092/download_file","bulk_download_file_name":"Cognitive_approaches_to_stress_and_copin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840092/2002_-_Cognitive_approaches_to_stress_and_coping-libre.pdf?1447100470=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_approaches_to_stress_and_copin.pdf\u0026Expires=1743457391\u0026Signature=UoVGTxJR~AusT-G8d6qyzPiwTEkUiN32v5pPonfOdhHMsTHEdRI26khdXGyYYPWTuvnzFyuaEb04KRTFcy7mWqBeiVgjNXzmNE6NrWcm1jT~7laEwh9tPo9qHqZyIkssWWGWV9KjOFtjtZuiRFlrhubrjzkqH3x7DZhwg0591pMI~r7rUyeaFpN~2CcvyYQYAuavmCX0nfLSbUuZu7qIUuZ~HOoSRtHWQz6Df8tsdf19FrGS7I5agik8CLJw1YmwYP8wfv8Z5sG2bqg4446PQ0xUUyReJwUKBtZFC1w7eMwNWoWn7O-JgJDjggN-zZ8gJwwbFjyVzaTY1ueUStd8Pg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369976-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369986"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369986/Reported_Causal_Antecedents_of_Discrete_Emotions_in_Late_Life"><img alt="Research paper thumbnail of Reported Causal Antecedents of Discrete Emotions in Late Life" class="work-thumbnail" src="https://attachments.academia-assets.com/39471725/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369986/Reported_Causal_Antecedents_of_Discrete_Emotions_in_Late_Life">Reported Causal Antecedents of Discrete Emotions in Late Life</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Valuable insights about emotional well-being can be learned from studying older adults who have w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Valuable insights about emotional well-being can be learned from studying older adults who have wrestled with differentiating and regulating their emotions while they navigate through the many joys and traumas of a lifetime. Our objective was to document the underlying reasons for older adults' (n = 353, ages 72 -99) emotional experiences. Using a phenomenological approach, we identified participants' reported reasons (i.e., antecedents) for a broad variety of positive and negative emotions, classifying them into thematic categories through a content analysis. The array of thematic categories that emerged for some emotions was more differentiated than for others. For example, 14 antecedent categories were required to account for the emotion of happiness; whereas, only 4 categories were needed to capture all antecedents for anger. Our analysis provided a rich description of what older adults report as the causes of their emotions, showing that later life is characterized as a time when the loss of love ones elicits sadness, self-limitations elicit frustration, and others' transgressions elicit anger. Yet, our data show that old age can be portrayed even more so as a time when a variety of positive emotions are elicited by social factors (interactions and relationships), achievements, and personal attributes. Finally, in an analysis of the most common antecedents for pride (accomplishments) and anger (other's transgression), we suggest that pride over accomplishments is most likely elicited by internal attributions to skill and effort; whereas, anger over others' transgressions is most likely elicited by controllable attributions to the transgressor's inconsiderate or offensive behavior. Overall, this shows the utility of applying Weiner's attributional framework (Weiner, 1985) to an analysis of emotion antecedents in late life.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="94d669a7028ed6739fd480736f128ac9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471725,"asset_id":17369986,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471725/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369986"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369986"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369986; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369986]").text(description); $(".js-view-count[data-work-id=17369986]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369986; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369986']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "94d669a7028ed6739fd480736f128ac9" } } $('.js-work-strip[data-work-id=17369986]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369986,"title":"Reported Causal Antecedents of Discrete Emotions in Late Life","translated_title":"","metadata":{"abstract":"Valuable insights about emotional well-being can be learned from studying older adults who have wrestled with differentiating and regulating their emotions while they navigate through the many joys and traumas of a lifetime. Our objective was to document the underlying reasons for older adults' (n = 353, ages 72 -99) emotional experiences. Using a phenomenological approach, we identified participants' reported reasons (i.e., antecedents) for a broad variety of positive and negative emotions, classifying them into thematic categories through a content analysis. The array of thematic categories that emerged for some emotions was more differentiated than for others. For example, 14 antecedent categories were required to account for the emotion of happiness; whereas, only 4 categories were needed to capture all antecedents for anger. Our analysis provided a rich description of what older adults report as the causes of their emotions, showing that later life is characterized as a time when the loss of love ones elicits sadness, self-limitations elicit frustration, and others' transgressions elicit anger. Yet, our data show that old age can be portrayed even more so as a time when a variety of positive emotions are elicited by social factors (interactions and relationships), achievements, and personal attributes. Finally, in an analysis of the most common antecedents for pride (accomplishments) and anger (other's transgression), we suggest that pride over accomplishments is most likely elicited by internal attributions to skill and effort; whereas, anger over others' transgressions is most likely elicited by controllable attributions to the transgressor's inconsiderate or offensive behavior. Overall, this shows the utility of applying Weiner's attributional framework (Weiner, 1985) to an analysis of emotion antecedents in late life.","journal_name":"The International Journal of Aging and Human Development, Vol. 68, No. 3, pp. 215-41","publication_date":{"day":null,"month":2,"year":2009,"errors":{}}},"translated_abstract":"Valuable insights about emotional well-being can be learned from studying older adults who have wrestled with differentiating and regulating their emotions while they navigate through the many joys and traumas of a lifetime. Our objective was to document the underlying reasons for older adults' (n = 353, ages 72 -99) emotional experiences. Using a phenomenological approach, we identified participants' reported reasons (i.e., antecedents) for a broad variety of positive and negative emotions, classifying them into thematic categories through a content analysis. The array of thematic categories that emerged for some emotions was more differentiated than for others. For example, 14 antecedent categories were required to account for the emotion of happiness; whereas, only 4 categories were needed to capture all antecedents for anger. Our analysis provided a rich description of what older adults report as the causes of their emotions, showing that later life is characterized as a time when the loss of love ones elicits sadness, self-limitations elicit frustration, and others' transgressions elicit anger. Yet, our data show that old age can be portrayed even more so as a time when a variety of positive emotions are elicited by social factors (interactions and relationships), achievements, and personal attributes. Finally, in an analysis of the most common antecedents for pride (accomplishments) and anger (other's transgression), we suggest that pride over accomplishments is most likely elicited by internal attributions to skill and effort; whereas, anger over others' transgressions is most likely elicited by controllable attributions to the transgressor's inconsiderate or offensive behavior. Overall, this shows the utility of applying Weiner's attributional framework (Weiner, 1985) to an analysis of emotion antecedents in late life.","internal_url":"https://www.academia.edu/17369986/Reported_Causal_Antecedents_of_Discrete_Emotions_in_Late_Life","translated_internal_url":"","created_at":"2015-10-27T15:00:00.920-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103689,"work_id":17369986,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811256,"email":"r***y@cc.umanitoba.ca","display_order":0,"name":"Raymond Perry","title":"Reported Causal Antecedents of Discrete Emotions in Late Life"},{"id":12167611,"work_id":17369986,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":2855030,"email":"c***r@ms.umanitoba.ca","display_order":4194304,"name":"Judith Chipperfield","title":"Reported Causal Antecedents of Discrete Emotions in Late Life"}],"downloadable_attachments":[{"id":39471725,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471725/thumbnails/1.jpg","file_name":"Reported_Causal_Antecedents_of_Discrete_20151027-19545-1rndk29.pdf","download_url":"https://www.academia.edu/attachments/39471725/download_file","bulk_download_file_name":"Reported_Causal_Antecedents_of_Discrete.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471725/Reported_Causal_Antecedents_of_Discrete_20151027-19545-1rndk29-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DReported_Causal_Antecedents_of_Discrete.pdf\u0026Expires=1743457391\u0026Signature=KXQymuqZqvHuPRovlKkHAaFKrGERyafoTWf97I7Og~laehUiWARxqT7ELF9zDQwk3SaUa8jXBoE97sUGVgt~fzF8~RpZCLXvoef86fSgGnHSOxRldy6KNAJkGJ8sWB5STWO5LB19Ijr-Cp18n765loDdj6M1MATDdWnrGR8mi4yBRTRdn6Y-SQscJnVB3FjleiX6m3YRpTw2uDv9Z6HFZcQQ-SNdG7DJT7DHFCjUHwTSHvF1FpDrFcXH1Lf-D67WA9503ZhxvJ3WLw1u6fQ-~PmSNyUhM~UBFNrPGd5WvOtCxHjFYC7MbKfPj6Glolg5hI3u4nEke0OxTl8~GqqU4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Reported_Causal_Antecedents_of_Discrete_Emotions_in_Late_Life","translated_slug":"","page_count":27,"language":"en","content_type":"Work","summary":"Valuable insights about emotional well-being can be learned from studying older adults who have wrestled with differentiating and regulating their emotions while they navigate through the many joys and traumas of a lifetime. Our objective was to document the underlying reasons for older adults' (n = 353, ages 72 -99) emotional experiences. Using a phenomenological approach, we identified participants' reported reasons (i.e., antecedents) for a broad variety of positive and negative emotions, classifying them into thematic categories through a content analysis. The array of thematic categories that emerged for some emotions was more differentiated than for others. For example, 14 antecedent categories were required to account for the emotion of happiness; whereas, only 4 categories were needed to capture all antecedents for anger. Our analysis provided a rich description of what older adults report as the causes of their emotions, showing that later life is characterized as a time when the loss of love ones elicits sadness, self-limitations elicit frustration, and others' transgressions elicit anger. Yet, our data show that old age can be portrayed even more so as a time when a variety of positive emotions are elicited by social factors (interactions and relationships), achievements, and personal attributes. Finally, in an analysis of the most common antecedents for pride (accomplishments) and anger (other's transgression), we suggest that pride over accomplishments is most likely elicited by internal attributions to skill and effort; whereas, anger over others' transgressions is most likely elicited by controllable attributions to the transgressor's inconsiderate or offensive behavior. Overall, this shows the utility of applying Weiner's attributional framework (Weiner, 1985) to an analysis of emotion antecedents in late life.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471725,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471725/thumbnails/1.jpg","file_name":"Reported_Causal_Antecedents_of_Discrete_20151027-19545-1rndk29.pdf","download_url":"https://www.academia.edu/attachments/39471725/download_file","bulk_download_file_name":"Reported_Causal_Antecedents_of_Discrete.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471725/Reported_Causal_Antecedents_of_Discrete_20151027-19545-1rndk29-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DReported_Causal_Antecedents_of_Discrete.pdf\u0026Expires=1743457391\u0026Signature=KXQymuqZqvHuPRovlKkHAaFKrGERyafoTWf97I7Og~laehUiWARxqT7ELF9zDQwk3SaUa8jXBoE97sUGVgt~fzF8~RpZCLXvoef86fSgGnHSOxRldy6KNAJkGJ8sWB5STWO5LB19Ijr-Cp18n765loDdj6M1MATDdWnrGR8mi4yBRTRdn6Y-SQscJnVB3FjleiX6m3YRpTw2uDv9Z6HFZcQQ-SNdG7DJT7DHFCjUHwTSHvF1FpDrFcXH1Lf-D67WA9503ZhxvJ3WLw1u6fQ-~PmSNyUhM~UBFNrPGd5WvOtCxHjFYC7MbKfPj6Glolg5hI3u4nEke0OxTl8~GqqU4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":305,"name":"Applied Mathematics","url":"https://www.academia.edu/Documents/in/Applied_Mathematics"},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging"},{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life"},{"id":44529,"name":"Activities of Daily Living","url":"https://www.academia.edu/Documents/in/Activities_of_Daily_Living"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1"},{"id":693683,"name":"EXPRESSED EMOTION","url":"https://www.academia.edu/Documents/in/EXPRESSED_EMOTION"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369986-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369988"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369988/Observers_Reactions_to_Genetic_Testing_The_Role_of_Hindsight_Bias_and_Judgments_of_Responsibility"><img alt="Research paper thumbnail of Observers' Reactions to Genetic Testing: The Role of Hindsight Bias and Judgments of Responsibility" class="work-thumbnail" src="https://attachments.academia-assets.com/39471734/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369988/Observers_Reactions_to_Genetic_Testing_The_Role_of_Hindsight_Bias_and_Judgments_of_Responsibility">Observers' Reactions to Genetic Testing: The Role of Hindsight Bias and Judgments of Responsibility</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 3 studies, we examined the effect of birth outcome on observers' reactions to genetic testing....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 3 studies, we examined the effect of birth outcome on observers' reactions to genetic testing. Participants read a scenario in which a woman declined to take a genetic screening test and subsequently gave birth to a child with a genetic disorder (negative outcome) or a healthy child (positive outcome). Retrospective judgments of the likelihood that the child would have a genetic disorder were higher given negative than positive outcome knowledge under conditions of high genetic risk. Moreover, the more likely a negative outcome was perceived to be, the more responsible the mother was held for not taking the genetic screening test. Consistent with Weiner's (1993) theory, responsibility judgments were linked to displeasure and sympathy, with sympathy in turn being related to help judgments.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b36b2866a19c4779d7c01cf99de8a325" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471734,"asset_id":17369988,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471734/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369988"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369988"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369988; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369988]").text(description); $(".js-view-count[data-work-id=17369988]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369988; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369988']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b36b2866a19c4779d7c01cf99de8a325" } } $('.js-work-strip[data-work-id=17369988]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369988,"title":"Observers' Reactions to Genetic Testing: The Role of Hindsight Bias and Judgments of Responsibility","translated_title":"","metadata":{"abstract":"In 3 studies, we examined the effect of birth outcome on observers' reactions to genetic testing. Participants read a scenario in which a woman declined to take a genetic screening test and subsequently gave birth to a child with a genetic disorder (negative outcome) or a healthy child (positive outcome). Retrospective judgments of the likelihood that the child would have a genetic disorder were higher given negative than positive outcome knowledge under conditions of high genetic risk. Moreover, the more likely a negative outcome was perceived to be, the more responsible the mother was held for not taking the genetic screening test. Consistent with Weiner's (1993) theory, responsibility judgments were linked to displeasure and sympathy, with sympathy in turn being related to help judgments.","journal_name":"Journal of Applied Social Psychology, Vol. 30, No. 8, pp. 1670-90","publication_date":{"day":null,"month":9,"year":2000,"errors":{}}},"translated_abstract":"In 3 studies, we examined the effect of birth outcome on observers' reactions to genetic testing. Participants read a scenario in which a woman declined to take a genetic screening test and subsequently gave birth to a child with a genetic disorder (negative outcome) or a healthy child (positive outcome). Retrospective judgments of the likelihood that the child would have a genetic disorder were higher given negative than positive outcome knowledge under conditions of high genetic risk. Moreover, the more likely a negative outcome was perceived to be, the more responsible the mother was held for not taking the genetic screening test. Consistent with Weiner's (1993) theory, responsibility judgments were linked to displeasure and sympathy, with sympathy in turn being related to help judgments.","internal_url":"https://www.academia.edu/17369988/Observers_Reactions_to_Genetic_Testing_The_Role_of_Hindsight_Bias_and_Judgments_of_Responsibility","translated_internal_url":"","created_at":"2015-10-27T15:00:01.303-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103690,"work_id":17369988,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811257,"email":"v***c@cpe.umanitoba.ca","display_order":0,"name":"Verena Menec","title":"Observers' Reactions to Genetic Testing: The Role of Hindsight Bias and Judgments of Responsibility"}],"downloadable_attachments":[{"id":39471734,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471734/thumbnails/1.jpg","file_name":"Observers_Reactions_to_Genetic_Testing_20151027-28479-whjuox.pdf","download_url":"https://www.academia.edu/attachments/39471734/download_file","bulk_download_file_name":"Observers_Reactions_to_Genetic_Testing_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471734/Observers_Reactions_to_Genetic_Testing_20151027-28479-whjuox-libre.pdf?1445986097=\u0026response-content-disposition=attachment%3B+filename%3DObservers_Reactions_to_Genetic_Testing_T.pdf\u0026Expires=1743457391\u0026Signature=OhXtXB7KQRVDO0-l~yejEYXBIBvvCpowoPym4KwR2UZxlXBExNplrH1OWj3xiO3ceNurL3etZx06JWFbYMlSBBc15Gc3hAt-2mCghP7CvFHSQ~aPCoVzl9HKwvV9Bm8eYbEN72inYEYpPk-7HspStetlWiV1Bx7dEpuZVHecrOVCuR50AEW6OB4LhCIhLL5TfaxrSdNibUbOfXvMl8Hhu~lJihtYXWMozLP6Vlps60u1qXP-~FyWec32qGiKqN-svRKM4MeIQphMn0CEp8HzFjZqZ-Jhmj-ReUyF1F~LIv~IXGW0B2cwWQtcUx21qjvW5Xpaet3~8tgKaep-m59E~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Observers_Reactions_to_Genetic_Testing_The_Role_of_Hindsight_Bias_and_Judgments_of_Responsibility","translated_slug":"","page_count":11,"language":"en","content_type":"Work","summary":"In 3 studies, we examined the effect of birth outcome on observers' reactions to genetic testing. Participants read a scenario in which a woman declined to take a genetic screening test and subsequently gave birth to a child with a genetic disorder (negative outcome) or a healthy child (positive outcome). Retrospective judgments of the likelihood that the child would have a genetic disorder were higher given negative than positive outcome knowledge under conditions of high genetic risk. Moreover, the more likely a negative outcome was perceived to be, the more responsible the mother was held for not taking the genetic screening test. Consistent with Weiner's (1993) theory, responsibility judgments were linked to displeasure and sympathy, with sympathy in turn being related to help judgments.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471734,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471734/thumbnails/1.jpg","file_name":"Observers_Reactions_to_Genetic_Testing_20151027-28479-whjuox.pdf","download_url":"https://www.academia.edu/attachments/39471734/download_file","bulk_download_file_name":"Observers_Reactions_to_Genetic_Testing_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471734/Observers_Reactions_to_Genetic_Testing_20151027-28479-whjuox-libre.pdf?1445986097=\u0026response-content-disposition=attachment%3B+filename%3DObservers_Reactions_to_Genetic_Testing_T.pdf\u0026Expires=1743457391\u0026Signature=OhXtXB7KQRVDO0-l~yejEYXBIBvvCpowoPym4KwR2UZxlXBExNplrH1OWj3xiO3ceNurL3etZx06JWFbYMlSBBc15Gc3hAt-2mCghP7CvFHSQ~aPCoVzl9HKwvV9Bm8eYbEN72inYEYpPk-7HspStetlWiV1Bx7dEpuZVHecrOVCuR50AEW6OB4LhCIhLL5TfaxrSdNibUbOfXvMl8Hhu~lJihtYXWMozLP6Vlps60u1qXP-~FyWec32qGiKqN-svRKM4MeIQphMn0CEp8HzFjZqZ-Jhmj-ReUyF1F~LIv~IXGW0B2cwWQtcUx21qjvW5Xpaet3~8tgKaep-m59E~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1116,"name":"Public Opinion","url":"https://www.academia.edu/Documents/in/Public_Opinion"},{"id":6946,"name":"Cystic Fibrosis","url":"https://www.academia.edu/Documents/in/Cystic_Fibrosis"},{"id":16664,"name":"Risk assessment","url":"https://www.academia.edu/Documents/in/Risk_assessment"},{"id":33069,"name":"Probability","url":"https://www.academia.edu/Documents/in/Probability"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions"},{"id":47904,"name":"Genetic counseling","url":"https://www.academia.edu/Documents/in/Genetic_counseling"},{"id":56132,"name":"Students","url":"https://www.academia.edu/Documents/in/Students"},{"id":72175,"name":"Applied Social Psychology","url":"https://www.academia.edu/Documents/in/Applied_Social_Psychology"},{"id":73153,"name":"Genetic Testing","url":"https://www.academia.edu/Documents/in/Genetic_Testing"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude"},{"id":303598,"name":"Parents","url":"https://www.academia.edu/Documents/in/Parents"},{"id":319638,"name":"Moral Obligations","url":"https://www.academia.edu/Documents/in/Moral_Obligations"},{"id":622589,"name":"Risk Assessment","url":"https://www.academia.edu/Documents/in/Risk_Assessment-2"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369988-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369989"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369989/Hate_Welfare_But_Help_the_Poor_How_the_Attributional_Content_of_Stereotypes_Explains_the_Paradox_of_Reactions_to_the_Destitute_in_America"><img alt="Research paper thumbnail of Hate Welfare But Help the Poor: How the Attributional Content of Stereotypes Explains the Paradox of Reactions to the Destitute in America" class="work-thumbnail" src="https://attachments.academia-assets.com/39471748/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369989/Hate_Welfare_But_Help_the_Poor_How_the_Attributional_Content_of_Stereotypes_Explains_the_Paradox_of_Reactions_to_the_Destitute_in_America">Hate Welfare But Help the Poor: How the Attributional Content of Stereotypes Explains the Paradox of Reactions to the Destitute in America</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Social scientists have documented more negative reactions to the concept of welfare versus the co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Social scientists have documented more negative reactions to the concept of welfare versus the concept of poor, despite the fact that both labels can be used almost interchangeably in current political discussions. We believe that the most proximal explanation rests in the different attributional information contained within the stereotypes of welfare recipients versus poor people. Three studies were conducted to test this idea. The results suggest that the attributional content within stereotypes of welfare recipients, particularly their greater responsibility for their impoverished state compared with poor people, most influences the public's more negative reaction to welfare. The results are discussed in terms of how the rhetoric of stereotypes may be exploited in the political domain.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369989-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369989-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15983088/figure-1-hate-welfare-but-help-the-poor-how-the"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39471748/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15983104/table-1-difference-in-reactions-to-stereotypes-of-welfare"><img alt="Difference in Reactions to Stereotypes of Welfare People Versus Poor People. Study 2 To test whether stereotypes of those on welfare differ significantly from stereo ypes of the poor, we conducted independent-sample f tests to compare the meai ‘atings of the “typical welfare person” with those of the “typical poor person.’ lable 2 shows these results, with the estimates of the effect sizes related to thes lifferences indicated through eta-squared (7) coefficients. The only significan lifference that emerged between perceptions about welfare recipients and poo seople was that participants overwhelmingly thought those who were described a oor were working (M = 0.75, SD = 0.45) and those described as welfare recipi ents were not (M = 0.18, SD = 0.39), #31) = 3.92, p < .001. This supports ou claim that cultural beliefs portray the poor as working to improve their economi conditions, whereas those on welfare are not putting forth such an effort. TT is secs eal eter wee] wecetea: Sheet shen A Aen se erent Dances wane ~ " class="figure-slide-image" src="https://figures.academia-assets.com/39471748/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15983127/table-2-note-means-for-the-policies-are-percentages-that"><img alt="Note. Means for the policies are percentages that either spontaneously responded with the given policy in the open-ended section or checked off the corresponding box in the closed-ended section as a program that fell under the title “welfare programs” or “assis- tance to the poor.” Omitted policies indicate that fewer than 50% identified this pro- gram as a welfare policy or a policy designed to assist the poor. n2 = eta squared, a measure of the effect size of the difference between the welfare and poor conditions. * ‘p< .05. " class="figure-slide-image" src="https://figures.academia-assets.com/39471748/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15983138/table-3-note-dependent-variables-are-the-welfare-emotions"><img alt="Note. Dependent variables are the welfare emotions scale standardized residual covary- ing out the poor emotions scale, and the welfare spending policy scale standardized residual covarying out the poor spending policy scale. Responsibility attributions are the welfare controllability and responsibility items covarying out the poor controllabil- ity and responsibility items in both the zero-order correlation and the multiple regres- sion. Predicting Negative Reactions to Welfare People and Policies Beyond Poor People and Policies: Study 3 " class="figure-slide-image" src="https://figures.academia-assets.com/39471748/table_003.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369989-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="59c3551a207eb7da9d51340c08741752" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471748,"asset_id":17369989,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471748/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369989"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369989"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369989; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369989]").text(description); $(".js-view-count[data-work-id=17369989]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369989; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369989']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "59c3551a207eb7da9d51340c08741752" } } $('.js-work-strip[data-work-id=17369989]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369989,"title":"Hate Welfare But Help the Poor: How the Attributional Content of Stereotypes Explains the Paradox of Reactions to the Destitute in America","translated_title":"","metadata":{"abstract":"Social scientists have documented more negative reactions to the concept of welfare versus the concept of poor, despite the fact that both labels can be used almost interchangeably in current political discussions. We believe that the most proximal explanation rests in the different attributional information contained within the stereotypes of welfare recipients versus poor people. Three studies were conducted to test this idea. The results suggest that the attributional content within stereotypes of welfare recipients, particularly their greater responsibility for their impoverished state compared with poor people, most influences the public's more negative reaction to welfare. The results are discussed in terms of how the rhetoric of stereotypes may be exploited in the political domain.","journal_name":"Journal of Applied Social Psychology, Vol. 34, No. 1, pp. 34 - 58. ","publication_date":{"day":null,"month":1,"year":2004,"errors":{}}},"translated_abstract":"Social scientists have documented more negative reactions to the concept of welfare versus the concept of poor, despite the fact that both labels can be used almost interchangeably in current political discussions. We believe that the most proximal explanation rests in the different attributional information contained within the stereotypes of welfare recipients versus poor people. Three studies were conducted to test this idea. The results suggest that the attributional content within stereotypes of welfare recipients, particularly their greater responsibility for their impoverished state compared with poor people, most influences the public's more negative reaction to welfare. The results are discussed in terms of how the rhetoric of stereotypes may be exploited in the political domain.","internal_url":"https://www.academia.edu/17369989/Hate_Welfare_But_Help_the_Poor_How_the_Attributional_Content_of_Stereotypes_Explains_the_Paradox_of_Reactions_to_the_Destitute_in_America","translated_internal_url":"","created_at":"2015-10-27T15:00:01.453-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":21218703,"work_id":17369989,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":4757355,"email":"c***a@depaul.edu","display_order":0,"name":"Christine Reyna","title":"Hate Welfare But Help the Poor: How the Attributional Content of Stereotypes Explains the Paradox of Reactions to the Destitute in America"}],"downloadable_attachments":[{"id":39471748,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471748/thumbnails/1.jpg","file_name":"Hate_Welfare_But_Help_the_Poor_How_the_A20151027-19545-18svydr.pdf","download_url":"https://www.academia.edu/attachments/39471748/download_file","bulk_download_file_name":"Hate_Welfare_But_Help_the_Poor_How_the_A.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471748/Hate_Welfare_But_Help_the_Poor_How_the_A20151027-19545-18svydr-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DHate_Welfare_But_Help_the_Poor_How_the_A.pdf\u0026Expires=1743549637\u0026Signature=GBEjP7VfAtlGZ-WyH7ScciTEeP~m04ww7ZFPmMyDhsgfjO7OJ86y60buSx0YJs793LVQ0PWIuMIIk3GG6E-DfDmNL5AT9kET4PubH9EdcJFs~8xdmLeio4XFk8sBeCM4BSbVJwKJZjDsj4FhPsusUXyX0ugfmHDADOjnCsetkiPil9q5bMc5~TrBzuQKqfXx1KhT5g1iElOMNZ6e9snJaY45Cz0JC3kY8Bd9GTZydfOyz~2mgp77C2c40HpTayxmNx5FhutCgfW9xVd5coSE0Hz8l5~3sEKtR47KyuhMGWxn4kwotEZCKx98pfRRMsy2I-CXte9hGsdh-QjkwIeV9w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Hate_Welfare_But_Help_the_Poor_How_the_Attributional_Content_of_Stereotypes_Explains_the_Paradox_of_Reactions_to_the_Destitute_in_America","translated_slug":"","page_count":25,"language":"en","content_type":"Work","summary":"Social scientists have documented more negative reactions to the concept of welfare versus the concept of poor, despite the fact that both labels can be used almost interchangeably in current political discussions. We believe that the most proximal explanation rests in the different attributional information contained within the stereotypes of welfare recipients versus poor people. Three studies were conducted to test this idea. The results suggest that the attributional content within stereotypes of welfare recipients, particularly their greater responsibility for their impoverished state compared with poor people, most influences the public's more negative reaction to welfare. The results are discussed in terms of how the rhetoric of stereotypes may be exploited in the political domain.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471748,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471748/thumbnails/1.jpg","file_name":"Hate_Welfare_But_Help_the_Poor_How_the_A20151027-19545-18svydr.pdf","download_url":"https://www.academia.edu/attachments/39471748/download_file","bulk_download_file_name":"Hate_Welfare_But_Help_the_Poor_How_the_A.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471748/Hate_Welfare_But_Help_the_Poor_How_the_A20151027-19545-18svydr-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DHate_Welfare_But_Help_the_Poor_How_the_A.pdf\u0026Expires=1743549637\u0026Signature=GBEjP7VfAtlGZ-WyH7ScciTEeP~m04ww7ZFPmMyDhsgfjO7OJ86y60buSx0YJs793LVQ0PWIuMIIk3GG6E-DfDmNL5AT9kET4PubH9EdcJFs~8xdmLeio4XFk8sBeCM4BSbVJwKJZjDsj4FhPsusUXyX0ugfmHDADOjnCsetkiPil9q5bMc5~TrBzuQKqfXx1KhT5g1iElOMNZ6e9snJaY45Cz0JC3kY8Bd9GTZydfOyz~2mgp77C2c40HpTayxmNx5FhutCgfW9xVd5coSE0Hz8l5~3sEKtR47KyuhMGWxn4kwotEZCKx98pfRRMsy2I-CXte9hGsdh-QjkwIeV9w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":72175,"name":"Applied Social Psychology","url":"https://www.academia.edu/Documents/in/Applied_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369989-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369990"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17369990/Effects_of_Reward_and_Coercion_for_Transgression_Compliance_on_Judgments_of_Responsibility_and_Recommended_Punishment"><img alt="Research paper thumbnail of Effects of Reward and Coercion for Transgression Compliance on Judgments of Responsibility and Recommended Punishment" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Effects of Reward and Coercion for Transgression Compliance on Judgments of Responsibility and Recommended Punishment</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous research (Greitemeyer & Weiner, 2003) has demonstrated that compliance to commit a trans...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous research (Greitemeyer & Weiner, 2003) has demonstrated that compliance to commit a transgression for an anticipated reward as opposed to an anticipated punishment results in greater inferences of personal responsibility. The present studies extend these findings to a courtroom context in which punishment decisions are made. In Study 1, a nurse who administered a non-approved drug was perceived as more responsible; and more severe punishment decisions were recommended, given compliance for an offered reward relative to a threatened punishment. These findings subsequently were replicated while varying the consequences of the drug administration (Study 2) and employing an antisocial scenario (Study 3). Legal theory, field theory, and prospect theory are discussed as possible explanations for these phenomena.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369990"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369990"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369990; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369990]").text(description); $(".js-view-count[data-work-id=17369990]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369990; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369990']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17369990]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369990,"title":"Effects of Reward and Coercion for Transgression Compliance on Judgments of Responsibility and Recommended Punishment","translated_title":"","metadata":{"abstract":"Previous research (Greitemeyer \u0026 Weiner, 2003) has demonstrated that compliance to commit a transgression for an anticipated reward as opposed to an anticipated punishment results in greater inferences of personal responsibility. The present studies extend these findings to a courtroom context in which punishment decisions are made. In Study 1, a nurse who administered a non-approved drug was perceived as more responsible; and more severe punishment decisions were recommended, given compliance for an offered reward relative to a threatened punishment. These findings subsequently were replicated while varying the consequences of the drug administration (Study 2) and employing an antisocial scenario (Study 3). Legal theory, field theory, and prospect theory are discussed as possible explanations for these phenomena.","journal_name":"Journal of Applied Social Psychology, Vol. 36, No. 12, pp.3015 - 3030. ","publication_date":{"day":null,"month":11,"year":2006,"errors":{}}},"translated_abstract":"Previous research (Greitemeyer \u0026 Weiner, 2003) has demonstrated that compliance to commit a transgression for an anticipated reward as opposed to an anticipated punishment results in greater inferences of personal responsibility. The present studies extend these findings to a courtroom context in which punishment decisions are made. In Study 1, a nurse who administered a non-approved drug was perceived as more responsible; and more severe punishment decisions were recommended, given compliance for an offered reward relative to a threatened punishment. These findings subsequently were replicated while varying the consequences of the drug administration (Study 2) and employing an antisocial scenario (Study 3). Legal theory, field theory, and prospect theory are discussed as possible explanations for these phenomena.","internal_url":"https://www.academia.edu/17369990/Effects_of_Reward_and_Coercion_for_Transgression_Compliance_on_Judgments_of_Responsibility_and_Recommended_Punishment","translated_internal_url":"","created_at":"2015-10-27T15:00:01.580-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103697,"work_id":17369990,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811260,"email":"t***r@uibk.ac","display_order":0,"name":"Tobias Greitemeyer","title":"Effects of Reward and Coercion for Transgression Compliance on Judgments of Responsibility and Recommended Punishment"}],"downloadable_attachments":[],"slug":"Effects_of_Reward_and_Coercion_for_Transgression_Compliance_on_Judgments_of_Responsibility_and_Recommended_Punishment","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Previous research (Greitemeyer \u0026 Weiner, 2003) has demonstrated that compliance to commit a transgression for an anticipated reward as opposed to an anticipated punishment results in greater inferences of personal responsibility. The present studies extend these findings to a courtroom context in which punishment decisions are made. In Study 1, a nurse who administered a non-approved drug was perceived as more responsible; and more severe punishment decisions were recommended, given compliance for an offered reward relative to a threatened punishment. These findings subsequently were replicated while varying the consequences of the drug administration (Study 2) and employing an antisocial scenario (Study 3). Legal theory, field theory, and prospect theory are discussed as possible explanations for these phenomena.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":72175,"name":"Applied Social Psychology","url":"https://www.academia.edu/Documents/in/Applied_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369990-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369994"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369994/Attributional_Thoughts_about_Consumer_Behavior"><img alt="Research paper thumbnail of Attributional Thoughts about Consumer Behavior" class="work-thumbnail" src="https://attachments.academia-assets.com/39471736/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369994/Attributional_Thoughts_about_Consumer_Behavior">Attributional Thoughts about Consumer Behavior</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Two fundamental principles from attribution theory were examined for the role they might play in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Two fundamental principles from attribution theory were examined for the role they might play in the psychology of the consumer. They are: (1) perceptions of causality along a stability dimension influence the anticipated likelihood of product satisfaction, and (2) perceptions of causality along a controllability dimension influence judgments of responsibility and retributive actions. Comments about the longevity of an attributional framework, methodological recommendations, and the heuristic value of the theory also are included. Copyright 2000 by the University of Chicago.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee6039284859c274ef3abddd9fd3baa9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471736,"asset_id":17369994,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471736/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369994"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369994"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369994; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369994]").text(description); $(".js-view-count[data-work-id=17369994]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369994; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369994']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ee6039284859c274ef3abddd9fd3baa9" } } $('.js-work-strip[data-work-id=17369994]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369994,"title":"Attributional Thoughts about Consumer Behavior","translated_title":"","metadata":{"abstract":"Two fundamental principles from attribution theory were examined for the role they might play in the psychology of the consumer. They are: (1) perceptions of causality along a stability dimension influence the anticipated likelihood of product satisfaction, and (2) perceptions of causality along a controllability dimension influence judgments of responsibility and retributive actions. Comments about the longevity of an attributional framework, methodological recommendations, and the heuristic value of the theory also are included. Copyright 2000 by the University of Chicago.","journal_name":"Journal of Consumer Research, Vol. 27, No. 3, pp. 382-87. ","publication_date":{"day":null,"month":2,"year":2000,"errors":{}}},"translated_abstract":"Two fundamental principles from attribution theory were examined for the role they might play in the psychology of the consumer. They are: (1) perceptions of causality along a stability dimension influence the anticipated likelihood of product satisfaction, and (2) perceptions of causality along a controllability dimension influence judgments of responsibility and retributive actions. Comments about the longevity of an attributional framework, methodological recommendations, and the heuristic value of the theory also are included. Copyright 2000 by the University of Chicago.","internal_url":"https://www.academia.edu/17369994/Attributional_Thoughts_about_Consumer_Behavior","translated_internal_url":"","created_at":"2015-10-27T15:00:02.952-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471736,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471736/thumbnails/1.jpg","file_name":"Attributional_Thoughts_About_Consumer_Be20151027-17330-3dqc9z.pdf","download_url":"https://www.academia.edu/attachments/39471736/download_file","bulk_download_file_name":"Attributional_Thoughts_about_Consumer_Be.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471736/Attributional_Thoughts_About_Consumer_Be20151027-17330-3dqc9z-libre.pdf?1445986097=\u0026response-content-disposition=attachment%3B+filename%3DAttributional_Thoughts_about_Consumer_Be.pdf\u0026Expires=1743457392\u0026Signature=XuINDnO1BrmVceDhjDBM15C9wZgR3IQkXi~pR~D4PPsxJ2ppkklnANQKXqO9YbrK-QJqimyRGeEyTJzDUeShFm5jB5WKpB~hYlZuy5cyG1rEsmHQI-1hrk8P76E3IzE744R-WoiyvdJUifaJdTS5VCHWXpGPZUFIWtJvm56505zwWoz8D5qy1yJTDpsX7ZvSX7ILqO9IvkfhZ1pRNbg8BJtVypZj3xwmZG8Rp4S9oId92ZMlGj5cgx62-l8PxtsHt0tnEkj4pH8hza~BKIKI453TrSny-tEGr2qyQSKDPHhw4jT9ADxMQ48QJcymjP-HP3slUUbf3vYuq9sgNS2Inw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Attributional_Thoughts_about_Consumer_Behavior","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"Two fundamental principles from attribution theory were examined for the role they might play in the psychology of the consumer. They are: (1) perceptions of causality along a stability dimension influence the anticipated likelihood of product satisfaction, and (2) perceptions of causality along a controllability dimension influence judgments of responsibility and retributive actions. Comments about the longevity of an attributional framework, methodological recommendations, and the heuristic value of the theory also are included. Copyright 2000 by the University of Chicago.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471736,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471736/thumbnails/1.jpg","file_name":"Attributional_Thoughts_About_Consumer_Be20151027-17330-3dqc9z.pdf","download_url":"https://www.academia.edu/attachments/39471736/download_file","bulk_download_file_name":"Attributional_Thoughts_about_Consumer_Be.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471736/Attributional_Thoughts_About_Consumer_Be20151027-17330-3dqc9z-libre.pdf?1445986097=\u0026response-content-disposition=attachment%3B+filename%3DAttributional_Thoughts_about_Consumer_Be.pdf\u0026Expires=1743457392\u0026Signature=XuINDnO1BrmVceDhjDBM15C9wZgR3IQkXi~pR~D4PPsxJ2ppkklnANQKXqO9YbrK-QJqimyRGeEyTJzDUeShFm5jB5WKpB~hYlZuy5cyG1rEsmHQI-1hrk8P76E3IzE744R-WoiyvdJUifaJdTS5VCHWXpGPZUFIWtJvm56505zwWoz8D5qy1yJTDpsX7ZvSX7ILqO9IvkfhZ1pRNbg8BJtVypZj3xwmZG8Rp4S9oId92ZMlGj5cgx62-l8PxtsHt0tnEkj4pH8hza~BKIKI453TrSny-tEGr2qyQSKDPHhw4jT9ADxMQ48QJcymjP-HP3slUUbf3vYuq9sgNS2Inw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":9538,"name":"Consumer Behavior","url":"https://www.academia.edu/Documents/in/Consumer_Behavior"},{"id":43883,"name":"Tourism","url":"https://www.academia.edu/Documents/in/Tourism"},{"id":62928,"name":"Consumer","url":"https://www.academia.edu/Documents/in/Consumer"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369994-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369999"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369999/Justice_and_utility_in_the_classroom_An_attributional_analysis_of_the_goals_of_teachers_punishment_and_intervention_strategies"><img alt="Research paper thumbnail of Justice and utility in the classroom: An attributional analysis of the goals of teachers' punishment and intervention strategies" class="work-thumbnail" src="https://attachments.academia-assets.com/39471733/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369999/Justice_and_utility_in_the_classroom_An_attributional_analysis_of_the_goals_of_teachers_punishment_and_intervention_strategies">Justice and utility in the classroom: An attributional analysis of the goals of teachers' punishment and intervention strategies</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There are a multitude of possible reactions that teachers can have toward students who fall below...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There are a multitude of possible reactions that teachers can have toward students who fall below academic standards. Some of these reactions have utilitarian goals, whereas others are punitive. In this study, the authors investigated these reactions, as well as the situations that determine when these different strategies are likely to be used. Both undergraduates playing the role of teachers (Study 1) and actual high school teachers (Study 2) used attributional information in much the same way to guide their choice of responses to academic failure. Controllable causes of failure give rise to punitive and retributive strategies, whereas lack of controllability elicits utilitarian responses. The stability of the cause moderates teachers' responses to failing students. These attributionally guided interventions are mediated in part by inferences of responsibility, emotional reactions of anger and sympathy, and beliefs in the efficacy of the intervention. The implications of this model are discussed in terms of student motivation and classroom performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369999-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369999-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813752/figure-1-endorsement-of-utilitarian-and-retributive-feedback"><img alt="Figure 1. Endorsement of utilitarian and retributive feedback goals across attributions (Study 1). " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813763/figure-2-the-predicted-mediational-model-between"><img alt="Figure 2. The predicted mediational model between attributions, emotions, and punishment goals. Whereas retribution was the most endorsed punishment toward lazy students, utilitarian goals of punishment were the least en- dorsed for these students. This pattern is also reflected in a sig- nificant Controllability X Stability interaction, F(1, 126) = 17.55, To test the predictors of punishment goals as well as the medi- ators specified in Weiner’s theoretical model of social motivation, we conducted a series of mediational models with multilevel path analysis (Lee & Poon, 1992; Lee & Tsang, 1999; Raudenbush, 1995) conducted in EQS Version 6 (Weiner, 1986, 1995). This " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813766/figure-3-results-of-the-predicted-mediational-model-between"><img alt="Figure 3. Results of the predicted mediational model between attributions, emotions, and punishment goals (Study 1). " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813771/figure-4-endorsement-of-utilitarian-and-retributive-feedback"><img alt="Figure 4. Endorsement of utilitarian and retributive feedback goals across attributions (Study 2). " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813778/figure-5-results-of-the-predicted-mediational-model-between"><img alt="Figure 5. Results of the predicted mediational model between attributions, emotions, and punishment goals (Study 2). Understanding the attributional underpinnings of teachers’ re- actions to students has additional implications for the way students perceive themselves and the causes of their performance (see Bar-Tal, 1982, for review). Butler (1994) has shown that by the time students reach the elementary grade levels, they are able to decipher a teacher’s reactions along attributional lines. Causal beliefs about a student’s poor performance, which get communi- cated through the teacher’s reactions, may impact the student’s motivation. For example, although continual pity may be an act of " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813783/table-1-feedback-across-the-attributional-dimensions-of"><img alt="Feedback Across the Attributional Dimensions of Controllability and Stability Note. Feedback was measured with a scale ranging from —10 (most negative) to 10 (most positive). Standard deviations are in parentheses. " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813786/table-2-mean-endorsement-of-retribution-and-utilitarian"><img alt="Mean Endorsement of Retribution and Utilitarian Goals for Feedback Across the Attributional Dimensions of Controllability and Stability Note. Goal endorsement was measured on a 7-point scale ranging from 1 (no endorsement) to 7 (higi endorsement). Standard deviations are in parentheses. " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813793/table-3-correlations-between-the-cognitive-and-affective"><img alt="Correlations Between the Cognitive and Affective Mediators of Feedback and Punishment Goals Table 3 " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813794/table-4-feedback-across-the-attributional-dimensions-of"><img alt="Feedback Across the Attributional Dimensions of Controllability and Stability Note. Feedback was measured on an 11-point scale ranging from 1 (reprimand or punish) to 11 (praise or reward). Standard deviations are in parentheses. " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813797/table-5-endorsement-of-retributive-and-utilitarian-goals-for"><img alt="Endorsement of Retributive and Utilitarian Goals for Feedback Across the Attributional Dimensions of Controllability and Stability Note. Goal endorsement was measured on an 11-point scale ranging from 1 (no endorsement) to 11 (hig! endorsement). Standard deviations are in parentheses. " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/31813801/table-6-cognitive-and-affective-mediators-of-feedback-and"><img alt="Cognitive and Affective Mediators of Feedback and Punishment Goals Table 6 " class="figure-slide-image" src="https://figures.academia-assets.com/39471733/table_006.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369999-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c20baa8715874c853136b9f20d9c4af7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471733,"asset_id":17369999,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471733/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369999"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369999"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369999; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369999]").text(description); $(".js-view-count[data-work-id=17369999]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369999; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369999']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c20baa8715874c853136b9f20d9c4af7" } } $('.js-work-strip[data-work-id=17369999]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369999,"title":"Justice and utility in the classroom: An attributional analysis of the goals of teachers' punishment and intervention strategies","translated_title":"","metadata":{"abstract":"There are a multitude of possible reactions that teachers can have toward students who fall below academic standards. Some of these reactions have utilitarian goals, whereas others are punitive. In this study, the authors investigated these reactions, as well as the situations that determine when these different strategies are likely to be used. Both undergraduates playing the role of teachers (Study 1) and actual high school teachers (Study 2) used attributional information in much the same way to guide their choice of responses to academic failure. Controllable causes of failure give rise to punitive and retributive strategies, whereas lack of controllability elicits utilitarian responses. The stability of the cause moderates teachers' responses to failing students. These attributionally guided interventions are mediated in part by inferences of responsibility, emotional reactions of anger and sympathy, and beliefs in the efficacy of the intervention. The implications of this model are discussed in terms of student motivation and classroom performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Teachers' Responses to Student Failure: An Analysis","journal_name":"Journal of Educational Psychology, Vol. 93, No. 2, pp. 309-319","publication_date":{"day":null,"month":5,"year":2001,"errors":{}}},"translated_abstract":"There are a multitude of possible reactions that teachers can have toward students who fall below academic standards. Some of these reactions have utilitarian goals, whereas others are punitive. In this study, the authors investigated these reactions, as well as the situations that determine when these different strategies are likely to be used. Both undergraduates playing the role of teachers (Study 1) and actual high school teachers (Study 2) used attributional information in much the same way to guide their choice of responses to academic failure. Controllable causes of failure give rise to punitive and retributive strategies, whereas lack of controllability elicits utilitarian responses. The stability of the cause moderates teachers' responses to failing students. These attributionally guided interventions are mediated in part by inferences of responsibility, emotional reactions of anger and sympathy, and beliefs in the efficacy of the intervention. The implications of this model are discussed in terms of student motivation and classroom performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369999/Justice_and_utility_in_the_classroom_An_attributional_analysis_of_the_goals_of_teachers_punishment_and_intervention_strategies","translated_internal_url":"","created_at":"2015-10-27T15:00:04.060-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471733,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471733/thumbnails/1.jpg","file_name":"Justice_and_utility_in_the_classroom_An_20151027-17336-1yjc67r.pdf","download_url":"https://www.academia.edu/attachments/39471733/download_file","bulk_download_file_name":"Justice_and_utility_in_the_classroom_An.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471733/Justice_and_utility_in_the_classroom_An_20151027-17336-1yjc67r-libre.pdf?1445986100=\u0026response-content-disposition=attachment%3B+filename%3DJustice_and_utility_in_the_classroom_An.pdf\u0026Expires=1743457392\u0026Signature=TSVwlPBB0PyTrHAQQjlO9NjDGv0KbqU1L8Lu99J~5dCPo8ml-lYElZ1t~bOgyyk8PHKHxMwWd8N6SX8n88cp2gS2HFWlS502wqLhpcS2Lrnf0MPaAREEY-KfkBEo9qBtm4~sI-j9l3piAQGZhWFC7Phdq-fydDwr2Zix9Xkzv06f132tgVO7ZpSHUPQR80qugtqDpJR8sEeloKB-tTETz8FpRHObL-4Z3Vj6TI6p8Eyjh0uNWWSgTOCURrXwXBudG~pR6OtuXM6pSn2f-c9izRBVEYsCmDdyGbEwHGch4WOQhIVwQoTLYXn7vBfouwxJgMRx19Ku-pzZvc92VJia1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Justice_and_utility_in_the_classroom_An_attributional_analysis_of_the_goals_of_teachers_punishment_and_intervention_strategies","translated_slug":"","page_count":11,"language":"en","content_type":"Work","summary":"There are a multitude of possible reactions that teachers can have toward students who fall below academic standards. Some of these reactions have utilitarian goals, whereas others are punitive. In this study, the authors investigated these reactions, as well as the situations that determine when these different strategies are likely to be used. Both undergraduates playing the role of teachers (Study 1) and actual high school teachers (Study 2) used attributional information in much the same way to guide their choice of responses to academic failure. Controllable causes of failure give rise to punitive and retributive strategies, whereas lack of controllability elicits utilitarian responses. The stability of the cause moderates teachers' responses to failing students. These attributionally guided interventions are mediated in part by inferences of responsibility, emotional reactions of anger and sympathy, and beliefs in the efficacy of the intervention. The implications of this model are discussed in terms of student motivation and classroom performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471733,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471733/thumbnails/1.jpg","file_name":"Justice_and_utility_in_the_classroom_An_20151027-17336-1yjc67r.pdf","download_url":"https://www.academia.edu/attachments/39471733/download_file","bulk_download_file_name":"Justice_and_utility_in_the_classroom_An.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471733/Justice_and_utility_in_the_classroom_An_20151027-17336-1yjc67r-libre.pdf?1445986100=\u0026response-content-disposition=attachment%3B+filename%3DJustice_and_utility_in_the_classroom_An.pdf\u0026Expires=1743457392\u0026Signature=TSVwlPBB0PyTrHAQQjlO9NjDGv0KbqU1L8Lu99J~5dCPo8ml-lYElZ1t~bOgyyk8PHKHxMwWd8N6SX8n88cp2gS2HFWlS502wqLhpcS2Lrnf0MPaAREEY-KfkBEo9qBtm4~sI-j9l3piAQGZhWFC7Phdq-fydDwr2Zix9Xkzv06f132tgVO7ZpSHUPQR80qugtqDpJR8sEeloKB-tTETz8FpRHObL-4Z3Vj6TI6p8Eyjh0uNWWSgTOCURrXwXBudG~pR6OtuXM6pSn2f-c9izRBVEYsCmDdyGbEwHGch4WOQhIVwQoTLYXn7vBfouwxJgMRx19Ku-pzZvc92VJia1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice"},{"id":23846,"name":"Student Motivation","url":"https://www.academia.edu/Documents/in/Student_Motivation"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School"},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement"},{"id":132195,"name":"Public Education","url":"https://www.academia.edu/Documents/in/Public_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369999-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370008"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370008/Discrete_Emotions_in_Later_Life"><img alt="Research paper thumbnail of Discrete Emotions in Later Life" class="work-thumbnail" src="https://attachments.academia-assets.com/41874363/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370008/Discrete_Emotions_in_Later_Life">Discrete Emotions in Later Life</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">More positivity than negativity is demonstrated in this analysis of discrete emotions among 353 c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">More positivity than negativity is demonstrated in this analysis of discrete emotions among 353 community-dwelling individuals from 72 to 99 years old. A complexity in positive emotions was displayed, with more happiness, contentment, and gratitude reported than frustration, sadness, and anger. Our results also imply that another individual's presence may elicit negative emotions such as anger and guilt, whereas perceptions of support may elicit various positive emotions. As expected, certain negative emotions were associated with poor health, with a link between sadness and sickness being most prominent. Of note, poor health did not undermine positive emotions. These findings provide an optimistic view of emotions in later life, even among individuals who are poor, not well educated, and/or physically unwell.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cfbe7bda308bd929fe0f146fc3ec8de1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":41874363,"asset_id":17370008,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/41874363/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370008"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370008"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370008; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370008]").text(description); $(".js-view-count[data-work-id=17370008]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370008; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370008']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cfbe7bda308bd929fe0f146fc3ec8de1" } } $('.js-work-strip[data-work-id=17370008]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370008,"title":"Discrete Emotions in Later Life","translated_title":"","metadata":{"abstract":"More positivity than negativity is demonstrated in this analysis of discrete emotions among 353 community-dwelling individuals from 72 to 99 years old. A complexity in positive emotions was displayed, with more happiness, contentment, and gratitude reported than frustration, sadness, and anger. Our results also imply that another individual's presence may elicit negative emotions such as anger and guilt, whereas perceptions of support may elicit various positive emotions. As expected, certain negative emotions were associated with poor health, with a link between sadness and sickness being most prominent. Of note, poor health did not undermine positive emotions. These findings provide an optimistic view of emotions in later life, even among individuals who are poor, not well educated, and/or physically unwell.","publisher":"The Journals of Gerontology Series B Psychological Sciences and Social Sciences Vol. 58, No. 1, pp. 23-34","publication_date":{"day":null,"month":2,"year":2003,"errors":{}}},"translated_abstract":"More positivity than negativity is demonstrated in this analysis of discrete emotions among 353 community-dwelling individuals from 72 to 99 years old. A complexity in positive emotions was displayed, with more happiness, contentment, and gratitude reported than frustration, sadness, and anger. Our results also imply that another individual's presence may elicit negative emotions such as anger and guilt, whereas perceptions of support may elicit various positive emotions. As expected, certain negative emotions were associated with poor health, with a link between sadness and sickness being most prominent. Of note, poor health did not undermine positive emotions. These findings provide an optimistic view of emotions in later life, even among individuals who are poor, not well educated, and/or physically unwell.","internal_url":"https://www.academia.edu/17370008/Discrete_Emotions_in_Later_Life","translated_internal_url":"","created_at":"2015-10-27T15:00:06.380-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":41874363,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41874363/thumbnails/1.jpg","file_name":"Discrete_emotions_in_later_life20160201-30232-1gdeevk.pdf","download_url":"https://www.academia.edu/attachments/41874363/download_file","bulk_download_file_name":"Discrete_Emotions_in_Later_Life.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41874363/Discrete_emotions_in_later_life20160201-30232-1gdeevk-libre.pdf?1454394755=\u0026response-content-disposition=attachment%3B+filename%3DDiscrete_Emotions_in_Later_Life.pdf\u0026Expires=1743457392\u0026Signature=PAeRf5OYNgvokAh-ga4wp10E-2ah-6ddf0prq8tInDU07-aIlhmUgVhm88jRFfeneODs6LnpXIBnWJtV6Ai1W15gTG717eDRxQkT4thLk1hVLDZcZ-DNx-8RV6rM96q9KN9fKJ-t2GPJs7JBWMoykVaXBk3Yc6VYavRWzEeFbJx8RTwH5LwdBwVZYtGJKiH4iQWb3VXnlYaTf9qsrakIDgKFCzeKXGIcVn~SAkLD6QshFTkymwRa0TiJf69h7RzKSxo2HS9gfEgGVFlIwLAcmiEoMFeOPoLs9FiYYOC0kYSAg1oFP0H0Bq6DOWmK~8C64NrXJIXPxwRcI4sVbIopLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Discrete_Emotions_in_Later_Life","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"More positivity than negativity is demonstrated in this analysis of discrete emotions among 353 community-dwelling individuals from 72 to 99 years old. A complexity in positive emotions was displayed, with more happiness, contentment, and gratitude reported than frustration, sadness, and anger. Our results also imply that another individual's presence may elicit negative emotions such as anger and guilt, whereas perceptions of support may elicit various positive emotions. As expected, certain negative emotions were associated with poor health, with a link between sadness and sickness being most prominent. Of note, poor health did not undermine positive emotions. These findings provide an optimistic view of emotions in later life, even among individuals who are poor, not well educated, and/or physically unwell.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":41874363,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41874363/thumbnails/1.jpg","file_name":"Discrete_emotions_in_later_life20160201-30232-1gdeevk.pdf","download_url":"https://www.academia.edu/attachments/41874363/download_file","bulk_download_file_name":"Discrete_Emotions_in_Later_Life.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41874363/Discrete_emotions_in_later_life20160201-30232-1gdeevk-libre.pdf?1454394755=\u0026response-content-disposition=attachment%3B+filename%3DDiscrete_Emotions_in_Later_Life.pdf\u0026Expires=1743457392\u0026Signature=PAeRf5OYNgvokAh-ga4wp10E-2ah-6ddf0prq8tInDU07-aIlhmUgVhm88jRFfeneODs6LnpXIBnWJtV6Ai1W15gTG717eDRxQkT4thLk1hVLDZcZ-DNx-8RV6rM96q9KN9fKJ-t2GPJs7JBWMoykVaXBk3Yc6VYavRWzEeFbJx8RTwH5LwdBwVZYtGJKiH4iQWb3VXnlYaTf9qsrakIDgKFCzeKXGIcVn~SAkLD6QshFTkymwRa0TiJf69h7RzKSxo2HS9gfEgGVFlIwLAcmiEoMFeOPoLs9FiYYOC0kYSAg1oFP0H0Bq6DOWmK~8C64NrXJIXPxwRcI4sVbIopLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":11015,"name":"Social Support","url":"https://www.academia.edu/Documents/in/Social_Support"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect"},{"id":232534,"name":"Health Status","url":"https://www.academia.edu/Documents/in/Health_Status"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged"},{"id":546421,"name":"Educational Status","url":"https://www.academia.edu/Documents/in/Educational_Status"},{"id":1157423,"name":"Personal Satisfaction","url":"https://www.academia.edu/Documents/in/Personal_Satisfaction"},{"id":1981316,"name":"Marital Status","url":"https://www.academia.edu/Documents/in/Marital_Status"}],"urls":[{"id":6297944,"url":"https://www.researchgate.net/profile/Bernard_Weiner/publication/6146810_Discrete_emotions_in_later_life/links/0c96051a395be2b79e000000.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370008-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370038"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370038/Motivation_from_an_attribution_perspective_and_the_social_psychology_of_perceived_competence"><img alt="Research paper thumbnail of Motivation from an attribution perspective and the social psychology of perceived competence" class="work-thumbnail" src="https://attachments.academia-assets.com/39779516/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370038/Motivation_from_an_attribution_perspective_and_the_social_psychology_of_perceived_competence">Motivation from an attribution perspective and the social psychology of perceived competence</a></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370038-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370038-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5574554/figure-5-an-interpersonal-attributional-theory-of-motivation"><img alt="FIGURE 5.2. An interpersonal attributional theory of motivation. " class="figure-slide-image" src="https://figures.academia-assets.com/39779516/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5574559/table-1-motivation-from-an-attribution-perspective-and-the"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39779516/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370038-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee50da9a7d84383e4bc28eeacce4ddbc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39779516,"asset_id":17370038,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39779516/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370038"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370038"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370038; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370038]").text(description); $(".js-view-count[data-work-id=17370038]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370038; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370038']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ee50da9a7d84383e4bc28eeacce4ddbc" } } $('.js-work-strip[data-work-id=17370038]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370038,"title":"Motivation from an attribution perspective and the social psychology of perceived competence","translated_title":"","metadata":{"more_info":"In Elliot, A. J., \u0026 Dweck, C. S. (Eds.), Handbook of Competence and Motivation (pp. 73-84). ","publisher":"New York: Guilford.","publication_date":{"day":null,"month":null,"year":2005,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370038/Motivation_from_an_attribution_perspective_and_the_social_psychology_of_perceived_competence","translated_internal_url":"","created_at":"2015-10-27T15:00:14.118-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39779516,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39779516/thumbnails/1.jpg","file_name":"Motivation_from_an_Attribution_Perspective_and_the_Socail_Psychology.pdf","download_url":"https://www.academia.edu/attachments/39779516/download_file","bulk_download_file_name":"Motivation_from_an_attribution_perspecti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39779516/Motivation_from_an_Attribution_Perspective_and_the_Socail_Psychology-libre.pdf?1446926254=\u0026response-content-disposition=attachment%3B+filename%3DMotivation_from_an_attribution_perspecti.pdf\u0026Expires=1743457392\u0026Signature=XVUnYP7Pvrb6Be2Zte11uXr~3y83cqBUlXXI8LCFeWYiBTqRzIcVS5wK7US2AgaMT9seneZm-njMJPwLNf8ZThRvsy0g7LkVYGfRyGdCaSusVF8OZYpuGRvzmYxZYJNKIzbvb9B5K9Yx9-7YiUnuiOdV6sizDia6dKcYOmpGYMlDMRt9xnKvYG9kQ-mT8cyXgy0Rf3NSBwRKSGzi1YIiKkd7vaMNAPlU5MCohspK0PBAnOhzJSlVFUximLAgIZEp6Wu8~BXKAaA91682IE4N5v2ip5X2~1vCMF9aIejWhv1AfwlOGzkviw1ifRO~J5Ue5L2fP5EudRGv7YrLqCRUww__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivation_from_an_attribution_perspective_and_the_social_psychology_of_perceived_competence","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39779516,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39779516/thumbnails/1.jpg","file_name":"Motivation_from_an_Attribution_Perspective_and_the_Socail_Psychology.pdf","download_url":"https://www.academia.edu/attachments/39779516/download_file","bulk_download_file_name":"Motivation_from_an_attribution_perspecti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39779516/Motivation_from_an_Attribution_Perspective_and_the_Socail_Psychology-libre.pdf?1446926254=\u0026response-content-disposition=attachment%3B+filename%3DMotivation_from_an_attribution_perspecti.pdf\u0026Expires=1743457392\u0026Signature=XVUnYP7Pvrb6Be2Zte11uXr~3y83cqBUlXXI8LCFeWYiBTqRzIcVS5wK7US2AgaMT9seneZm-njMJPwLNf8ZThRvsy0g7LkVYGfRyGdCaSusVF8OZYpuGRvzmYxZYJNKIzbvb9B5K9Yx9-7YiUnuiOdV6sizDia6dKcYOmpGYMlDMRt9xnKvYG9kQ-mT8cyXgy0Rf3NSBwRKSGzi1YIiKkd7vaMNAPlU5MCohspK0PBAnOhzJSlVFUximLAgIZEp6Wu8~BXKAaA91682IE4N5v2ip5X2~1vCMF9aIejWhv1AfwlOGzkviw1ifRO~J5Ue5L2fP5EudRGv7YrLqCRUww__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370038-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370039"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370039/An_Attributional_Analysis_of_Child_Abuse_Among_Low_Income_African_American_Mothers"><img alt="Research paper thumbnail of An Attributional Analysis of Child Abuse Among Low-Income African American Mothers" class="work-thumbnail" src="https://attachments.academia-assets.com/39763021/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370039/An_Attributional_Analysis_of_Child_Abuse_Among_Low_Income_African_American_Mothers">An Attributional Analysis of Child Abuse Among Low-Income African American Mothers</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Attribution theory predicts that when someone is perceived as responsible for a negative event, t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Attribution theory predicts that when someone is perceived as responsible for a negative event, this inference elicits feelings of anger and anger evokes aggressive responding. In contrast, perceived nonresponsibility should be linked to feelings of sympathy and less aggression. These thinking-feeling-action linkages were applied to the domain of child maltreatment in the present study. In individual interviews, samples of abusive, at-risk, and nonabusive African American mothers were presented with videotaped scenarios depicting a target child engaged in misbehavior. Mothers rated the severity of the behavior, how responsible they perceived the child to be, their feelings of sympathy and anger, and how much punishment they would endorse, coded as mild to harsh. They also completed a measure of parental stress. Compared with nonabusive mothers, abusive mothers reported more stress, perceived the behavior as more negative, inferred the child to be more responsible, reported more anger, and endorsed harsher punishment. The attributional data of at-risk mothers consistently fell between that of the other two groups. Regression and path analyses documented a systematic pattern of thinking-feeling-action linkages in accord with attributional predictions. The usefulness of an attributional approach to child maltreatment and the implications of the findings as a model for intervention were discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="db09db7c20cfae0c1f6ed4f9e06e8b21" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39763021,"asset_id":17370039,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39763021/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370039"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370039"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370039; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370039]").text(description); $(".js-view-count[data-work-id=17370039]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370039; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370039']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "db09db7c20cfae0c1f6ed4f9e06e8b21" } } $('.js-work-strip[data-work-id=17370039]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370039,"title":"An Attributional Analysis of Child Abuse Among Low-Income African American Mothers","translated_title":"","metadata":{"abstract":"Attribution theory predicts that when someone is perceived as responsible for a negative event, this inference elicits feelings of anger and anger evokes aggressive responding. In contrast, perceived nonresponsibility should be linked to feelings of sympathy and less aggression. These thinking-feeling-action linkages were applied to the domain of child maltreatment in the present study. In individual interviews, samples of abusive, at-risk, and nonabusive African American mothers were presented with videotaped scenarios depicting a target child engaged in misbehavior. Mothers rated the severity of the behavior, how responsible they perceived the child to be, their feelings of sympathy and anger, and how much punishment they would endorse, coded as mild to harsh. They also completed a measure of parental stress. Compared with nonabusive mothers, abusive mothers reported more stress, perceived the behavior as more negative, inferred the child to be more responsible, reported more anger, and endorsed harsher punishment. The attributional data of at-risk mothers consistently fell between that of the other two groups. Regression and path analyses documented a systematic pattern of thinking-feeling-action linkages in accord with attributional predictions. The usefulness of an attributional approach to child maltreatment and the implications of the findings as a model for intervention were discussed.","journal_name":"Journal of Social and Clinical Psychology, Vol. 20, No. 2, pp. 233-257","publication_date":{"day":null,"month":6,"year":2001,"errors":{}}},"translated_abstract":"Attribution theory predicts that when someone is perceived as responsible for a negative event, this inference elicits feelings of anger and anger evokes aggressive responding. In contrast, perceived nonresponsibility should be linked to feelings of sympathy and less aggression. These thinking-feeling-action linkages were applied to the domain of child maltreatment in the present study. In individual interviews, samples of abusive, at-risk, and nonabusive African American mothers were presented with videotaped scenarios depicting a target child engaged in misbehavior. Mothers rated the severity of the behavior, how responsible they perceived the child to be, their feelings of sympathy and anger, and how much punishment they would endorse, coded as mild to harsh. They also completed a measure of parental stress. Compared with nonabusive mothers, abusive mothers reported more stress, perceived the behavior as more negative, inferred the child to be more responsible, reported more anger, and endorsed harsher punishment. The attributional data of at-risk mothers consistently fell between that of the other two groups. Regression and path analyses documented a systematic pattern of thinking-feeling-action linkages in accord with attributional predictions. The usefulness of an attributional approach to child maltreatment and the implications of the findings as a model for intervention were discussed.","internal_url":"https://www.academia.edu/17370039/An_Attributional_Analysis_of_Child_Abuse_Among_Low_Income_African_American_Mothers","translated_internal_url":"","created_at":"2015-10-27T15:00:14.249-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39763021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39763021/thumbnails/1.jpg","file_name":"2001_-_An_Attributional_Analysis_of_Child_Abuse_Among_Low-Income_African_American_Mothers.pdf","download_url":"https://www.academia.edu/attachments/39763021/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Child_Abuse.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39763021/2001_-_An_Attributional_Analysis_of_Child_Abuse_Among_Low-Income_African_American_Mothers-libre.pdf?1446859109=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Child_Abuse.pdf\u0026Expires=1743457392\u0026Signature=SdXugIMNPIsFUXbZINq3T1CMt4hrMI~7BDdeEczxqCenHIaEnrefD9-HDNF5dW-W5LLaehQwHISHb8DCFRTll~YmpWgws9Iw3VqLYGLpodMI5ubFjeNr4XS97xb2ud4nnyP4m-FC63GdSalL3IlY~WasnbaEkXAtxKRSh~tS2xex~2g~NZJFkQGwcumtTop6YZdTWNX4hJO~~p9ojGL6c6iiOS-GbC38qqkvm02xbh4Ggj6JB9Ky-NnxrfTS2lax6ezZHrz9DDjzwWb15D7Yi5NKCyE0ZI2pxPhF--yFYBWz2LjyCzxCkz-QZAj8XIAfMOeyQkEpcpsVOAT5Qs4I-A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Attributional_Analysis_of_Child_Abuse_Among_Low_Income_African_American_Mothers","translated_slug":"","page_count":13,"language":"en","content_type":"Work","summary":"Attribution theory predicts that when someone is perceived as responsible for a negative event, this inference elicits feelings of anger and anger evokes aggressive responding. In contrast, perceived nonresponsibility should be linked to feelings of sympathy and less aggression. These thinking-feeling-action linkages were applied to the domain of child maltreatment in the present study. In individual interviews, samples of abusive, at-risk, and nonabusive African American mothers were presented with videotaped scenarios depicting a target child engaged in misbehavior. Mothers rated the severity of the behavior, how responsible they perceived the child to be, their feelings of sympathy and anger, and how much punishment they would endorse, coded as mild to harsh. They also completed a measure of parental stress. Compared with nonabusive mothers, abusive mothers reported more stress, perceived the behavior as more negative, inferred the child to be more responsible, reported more anger, and endorsed harsher punishment. The attributional data of at-risk mothers consistently fell between that of the other two groups. Regression and path analyses documented a systematic pattern of thinking-feeling-action linkages in accord with attributional predictions. The usefulness of an attributional approach to child maltreatment and the implications of the findings as a model for intervention were discussed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39763021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39763021/thumbnails/1.jpg","file_name":"2001_-_An_Attributional_Analysis_of_Child_Abuse_Among_Low-Income_African_American_Mothers.pdf","download_url":"https://www.academia.edu/attachments/39763021/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Child_Abuse.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39763021/2001_-_An_Attributional_Analysis_of_Child_Abuse_Among_Low-Income_African_American_Mothers-libre.pdf?1446859109=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Child_Abuse.pdf\u0026Expires=1743457392\u0026Signature=SdXugIMNPIsFUXbZINq3T1CMt4hrMI~7BDdeEczxqCenHIaEnrefD9-HDNF5dW-W5LLaehQwHISHb8DCFRTll~YmpWgws9Iw3VqLYGLpodMI5ubFjeNr4XS97xb2ud4nnyP4m-FC63GdSalL3IlY~WasnbaEkXAtxKRSh~tS2xex~2g~NZJFkQGwcumtTop6YZdTWNX4hJO~~p9ojGL6c6iiOS-GbC38qqkvm02xbh4Ggj6JB9Ky-NnxrfTS2lax6ezZHrz9DDjzwWb15D7Yi5NKCyE0ZI2pxPhF--yFYBWz2LjyCzxCkz-QZAj8XIAfMOeyQkEpcpsVOAT5Qs4I-A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":68342,"name":"African American","url":"https://www.academia.edu/Documents/in/African_American"},{"id":91079,"name":"Child Abuse","url":"https://www.academia.edu/Documents/in/Child_Abuse"},{"id":868965,"name":"Low Income","url":"https://www.academia.edu/Documents/in/Low_Income"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370039-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370040"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370040/Examining_emotional_diversity_in_the_classroom_An_attribution_theorist_considers_the_moral_emotions"><img alt="Research paper thumbnail of Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions" class="work-thumbnail" src="https://attachments.academia-assets.com/39762936/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370040/Examining_emotional_diversity_in_the_classroom_An_attribution_theorist_considers_the_moral_emotions">Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study of anxiety has dominated research on classroom emotions. One could argue that this is a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study of anxiety has dominated research on classroom emotions. One could argue that this is a very narrow focus for researchers to take when examining emotions in school settings. To understand what other emotions are left out, we first must consider the perspective from which anxiety is studied. The study of anxiety is guided by an intrapsychic rather than a social view of emotions. This limits the range of emotion-related phenomena that might be examined and their methods of study. I examine additional characteristics or properties of emotion to again point out the void when the study of emotions in the classroom is limited to anxiety. I conceptualize anxiety in educational settings as a negative, achievement-generated, self-directed, and relatively thoughtless emotion, leaving for study the positive, and/or affiliative-generated, and/or other-directed, and/or more thoughtful emotions. I then discuss a number of emotions that I believe are prevalent in the classroom and are understudied. I label these "the moral emotions," and examine them from the perspective of an attribution theorist. Four emotions relate to uncontrollable causal characteristics of the emotional target, whereas eight emotions concern controllable properties. The emotions selected were readily identified and are associated with an empirical literature. The four emotions generated by appraisals of uncontrollability are envy, scorn, shame, and sympathy; the eight emotions directed by thoughts about causal control are admiration, anger, gratitude, guilt, indignation, jealousy, regret, and schadenfreude. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="71d45d124c7b8d718f3099a4dcf1c079" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39762936,"asset_id":17370040,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39762936/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370040"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370040"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370040; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370040]").text(description); $(".js-view-count[data-work-id=17370040]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370040; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370040']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "71d45d124c7b8d718f3099a4dcf1c079" } } $('.js-work-strip[data-work-id=17370040]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370040,"title":"Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions","translated_title":"","metadata":{"abstract":"The study of anxiety has dominated research on classroom emotions. One could argue that this is a very narrow focus for researchers to take when examining emotions in school settings. To understand what other emotions are left out, we first must consider the perspective from which anxiety is studied. The study of anxiety is guided by an intrapsychic rather than a social view of emotions. This limits the range of emotion-related phenomena that might be examined and their methods of study. I examine additional characteristics or properties of emotion to again point out the void when the study of emotions in the classroom is limited to anxiety. I conceptualize anxiety in educational settings as a negative, achievement-generated, self-directed, and relatively thoughtless emotion, leaving for study the positive, and/or affiliative-generated, and/or other-directed, and/or more thoughtful emotions. I then discuss a number of emotions that I believe are prevalent in the classroom and are understudied. I label these \"the moral emotions,\" and examine them from the perspective of an attribution theorist. Four emotions relate to uncontrollable causal characteristics of the emotional target, whereas eight emotions concern controllable properties. The emotions selected were readily identified and are associated with an empirical literature. The four emotions generated by appraisals of uncontrollability are envy, scorn, shame, and sympathy; the eight emotions directed by thoughts about causal control are admiration, anger, gratitude, guilt, indignation, jealousy, regret, and schadenfreude. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","more_info":"In P. A. Schutz \u0026 R. Pekrun (Eds.), Emotion in Education (pp. 75-88).","publisher":"San Diego, CA: Academic Press.","publication_date":{"day":null,"month":null,"year":2007,"errors":{}}},"translated_abstract":"The study of anxiety has dominated research on classroom emotions. One could argue that this is a very narrow focus for researchers to take when examining emotions in school settings. To understand what other emotions are left out, we first must consider the perspective from which anxiety is studied. The study of anxiety is guided by an intrapsychic rather than a social view of emotions. This limits the range of emotion-related phenomena that might be examined and their methods of study. I examine additional characteristics or properties of emotion to again point out the void when the study of emotions in the classroom is limited to anxiety. I conceptualize anxiety in educational settings as a negative, achievement-generated, self-directed, and relatively thoughtless emotion, leaving for study the positive, and/or affiliative-generated, and/or other-directed, and/or more thoughtful emotions. I then discuss a number of emotions that I believe are prevalent in the classroom and are understudied. I label these \"the moral emotions,\" and examine them from the perspective of an attribution theorist. Four emotions relate to uncontrollable causal characteristics of the emotional target, whereas eight emotions concern controllable properties. The emotions selected were readily identified and are associated with an empirical literature. The four emotions generated by appraisals of uncontrollability are envy, scorn, shame, and sympathy; the eight emotions directed by thoughts about causal control are admiration, anger, gratitude, guilt, indignation, jealousy, regret, and schadenfreude. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370040/Examining_emotional_diversity_in_the_classroom_An_attribution_theorist_considers_the_moral_emotions","translated_internal_url":"","created_at":"2015-10-27T15:00:14.705-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39762936,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39762936/thumbnails/1.jpg","file_name":"Examining_Emotional_Diversity_n_the_Classroom_-_An_Attribution_Theorist.pdf","download_url":"https://www.academia.edu/attachments/39762936/download_file","bulk_download_file_name":"Examining_emotional_diversity_in_the_cla.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39762936/Examining_Emotional_Diversity_n_the_Classroom_-_An_Attribution_Theorist-libre.pdf?1446858979=\u0026response-content-disposition=attachment%3B+filename%3DExamining_emotional_diversity_in_the_cla.pdf\u0026Expires=1743457392\u0026Signature=XibFNynfLTn9pyp8eL2rPyPF64BQVXZ45eMLoaGO0m1dynht3O1qmDlISDYP5YFHx2cm~cCkFL2Tu6BR2uoWBj4ERM9O43NLBhLFwF0pK8hGllSyPTmDUaoVf2kbKykkIwhWb8uqGJiwujZ-RV8dQNNmhvgiqwcip1r6aNuqQ4z~~1d8IeelllLIZm0pO5r85qgK2n7WDzQ-y3lgvD4jKX4zjkgSXxwO80kDmIkYhyfPmyhumc4YseWoFHzJK3oBjcAwvljskcu8zJVSODTWZkSGeqxQBLkNs~pIzbIs3xKPC-oH3NgJgAGDjqzU1QfVAZ33d74rNyaOQCy~J6Nm~A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Examining_emotional_diversity_in_the_classroom_An_attribution_theorist_considers_the_moral_emotions","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"The study of anxiety has dominated research on classroom emotions. One could argue that this is a very narrow focus for researchers to take when examining emotions in school settings. To understand what other emotions are left out, we first must consider the perspective from which anxiety is studied. The study of anxiety is guided by an intrapsychic rather than a social view of emotions. This limits the range of emotion-related phenomena that might be examined and their methods of study. I examine additional characteristics or properties of emotion to again point out the void when the study of emotions in the classroom is limited to anxiety. I conceptualize anxiety in educational settings as a negative, achievement-generated, self-directed, and relatively thoughtless emotion, leaving for study the positive, and/or affiliative-generated, and/or other-directed, and/or more thoughtful emotions. I then discuss a number of emotions that I believe are prevalent in the classroom and are understudied. I label these \"the moral emotions,\" and examine them from the perspective of an attribution theorist. Four emotions relate to uncontrollable causal characteristics of the emotional target, whereas eight emotions concern controllable properties. The emotions selected were readily identified and are associated with an empirical literature. The four emotions generated by appraisals of uncontrollability are envy, scorn, shame, and sympathy; the eight emotions directed by thoughts about causal control are admiration, anger, gratitude, guilt, indignation, jealousy, regret, and schadenfreude. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39762936,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39762936/thumbnails/1.jpg","file_name":"Examining_Emotional_Diversity_n_the_Classroom_-_An_Attribution_Theorist.pdf","download_url":"https://www.academia.edu/attachments/39762936/download_file","bulk_download_file_name":"Examining_emotional_diversity_in_the_cla.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39762936/Examining_Emotional_Diversity_n_the_Classroom_-_An_Attribution_Theorist-libre.pdf?1446858979=\u0026response-content-disposition=attachment%3B+filename%3DExamining_emotional_diversity_in_the_cla.pdf\u0026Expires=1743457392\u0026Signature=XibFNynfLTn9pyp8eL2rPyPF64BQVXZ45eMLoaGO0m1dynht3O1qmDlISDYP5YFHx2cm~cCkFL2Tu6BR2uoWBj4ERM9O43NLBhLFwF0pK8hGllSyPTmDUaoVf2kbKykkIwhWb8uqGJiwujZ-RV8dQNNmhvgiqwcip1r6aNuqQ4z~~1d8IeelllLIZm0pO5r85qgK2n7WDzQ-y3lgvD4jKX4zjkgSXxwO80kDmIkYhyfPmyhumc4YseWoFHzJK3oBjcAwvljskcu8zJVSODTWZkSGeqxQBLkNs~pIzbIs3xKPC-oH3NgJgAGDjqzU1QfVAZ33d74rNyaOQCy~J6Nm~A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370040-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370043"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370043/Asymmetrical_Effects_of_Reward_and_Punishment_on_Attributions_of_Morality"><img alt="Research paper thumbnail of Asymmetrical Effects of Reward and Punishment on Attributions of Morality" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Asymmetrical Effects of Reward and Punishment on Attributions of Morality</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The authors found that 3 experiments revealed that compliance with a pro-social request for an an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The authors found that 3 experiments revealed that compliance with a pro-social request for an anticipated reward as opposed to a threatened punishment resulted in greater inferences of personal morality. In Experiment 1, participants received information about a teaching assistant (TA) who was either promised a reward or threatened with a punishment when asked for compliance. The participants perceived the TA as more moral for complying given the positive incentive as opposed to the negative incentive. Experiment 2 replicated this finding in a different culture, using different vignettes and incentives. Last, in Experiment 3, the results revealed that a perceived actor&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s real intentions mediated the effect of incentive valence on dispositional causation. That is, given a reward relative to a punishment, participants were more likely to assume that the agent would have helped even if no incentive had been offered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370043"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370043"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370043; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370043]").text(description); $(".js-view-count[data-work-id=17370043]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370043; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370043']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370043]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370043,"title":"Asymmetrical Effects of Reward and Punishment on Attributions of Morality","translated_title":"","metadata":{"abstract":"The authors found that 3 experiments revealed that compliance with a pro-social request for an anticipated reward as opposed to a threatened punishment resulted in greater inferences of personal morality. In Experiment 1, participants received information about a teaching assistant (TA) who was either promised a reward or threatened with a punishment when asked for compliance. The participants perceived the TA as more moral for complying given the positive incentive as opposed to the negative incentive. Experiment 2 replicated this finding in a different culture, using different vignettes and incentives. Last, in Experiment 3, the results revealed that a perceived actor\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s real intentions mediated the effect of incentive valence on dispositional causation. That is, given a reward relative to a punishment, participants were more likely to assume that the agent would have helped even if no incentive had been offered.","journal_name":"The Journal of Social Psychology, Vol. 148, No. 4, pp. 407-20","publication_date":{"day":null,"month":9,"year":2008,"errors":{}}},"translated_abstract":"The authors found that 3 experiments revealed that compliance with a pro-social request for an anticipated reward as opposed to a threatened punishment resulted in greater inferences of personal morality. In Experiment 1, participants received information about a teaching assistant (TA) who was either promised a reward or threatened with a punishment when asked for compliance. The participants perceived the TA as more moral for complying given the positive incentive as opposed to the negative incentive. Experiment 2 replicated this finding in a different culture, using different vignettes and incentives. Last, in Experiment 3, the results revealed that a perceived actor\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s real intentions mediated the effect of incentive valence on dispositional causation. That is, given a reward relative to a punishment, participants were more likely to assume that the agent would have helped even if no incentive had been offered.","internal_url":"https://www.academia.edu/17370043/Asymmetrical_Effects_of_Reward_and_Punishment_on_Attributions_of_Morality","translated_internal_url":"","created_at":"2015-10-27T15:00:15.600-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Asymmetrical_Effects_of_Reward_and_Punishment_on_Attributions_of_Morality","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The authors found that 3 experiments revealed that compliance with a pro-social request for an anticipated reward as opposed to a threatened punishment resulted in greater inferences of personal morality. In Experiment 1, participants received information about a teaching assistant (TA) who was either promised a reward or threatened with a punishment when asked for compliance. The participants perceived the TA as more moral for complying given the positive incentive as opposed to the negative incentive. Experiment 2 replicated this finding in a different culture, using different vignettes and incentives. Last, in Experiment 3, the results revealed that a perceived actor\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s real intentions mediated the effect of incentive valence on dispositional causation. That is, given a reward relative to a punishment, participants were more likely to assume that the agent would have helped even if no incentive had been offered.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"},{"id":40023,"name":"Social Responsibility","url":"https://www.academia.edu/Documents/in/Social_Responsibility"},{"id":49021,"name":"Reward","url":"https://www.academia.edu/Documents/in/Reward"},{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment"},{"id":128493,"name":"Punishment","url":"https://www.academia.edu/Documents/in/Punishment"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires"},{"id":489423,"name":"Morals","url":"https://www.academia.edu/Documents/in/Morals"},{"id":598602,"name":"Psychological Theory","url":"https://www.academia.edu/Documents/in/Psychological_Theory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370043-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370044"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370044/A_Cross_Cultural_Examination_of_Perceptions_of_Apology_Responsibility_and_Justice_The_U_S_S_Greenville_Accident_and_the_E_P3_Airplane_Accident"><img alt="Research paper thumbnail of A Cross-Cultural Examination of Perceptions of Apology, Responsibility, and Justice: The U.S.S. Greenville Accident and the E-P3 Airplane Accident" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">A Cross-Cultural Examination of Perceptions of Apology, Responsibility, and Justice: The U.S.S. Greenville Accident and the E-P3 Airplane Accident</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370044]").text(description); $(".js-view-count[data-work-id=17370044]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370044']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370044]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370044,"title":"A Cross-Cultural Examination of Perceptions of Apology, Responsibility, and Justice: The U.S.S. Greenville Accident and the E-P3 Airplane Accident","translated_title":"","metadata":{"journal_name":"Tohoku Psychologica Folia, Vol. 64, pp. 39-57","publication_date":{"day":null,"month":3,"year":2006,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370044/A_Cross_Cultural_Examination_of_Perceptions_of_Apology_Responsibility_and_Justice_The_U_S_S_Greenville_Accident_and_the_E_P3_Airplane_Accident","translated_internal_url":"","created_at":"2015-10-27T15:00:16.017-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"A_Cross_Cultural_Examination_of_Perceptions_of_Apology_Responsibility_and_Justice_The_U_S_S_Greenville_Accident_and_the_E_P3_Airplane_Accident","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370044-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4318410" id="1990s"><div class="js-work-strip profile--work_container" data-work-id="17370054"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370054/An_interview_with_Bernard_Weiner"><img alt="Research paper thumbnail of An interview with Bernard Weiner" class="work-thumbnail" src="https://attachments.academia-assets.com/43731394/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370054/An_interview_with_Bernard_Weiner">An interview with Bernard Weiner</a></div><div class="wp-workCard_item"><span>Educational Psychology Review</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Without Abstract</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="91610d26b5f5f5261cc93eff108ef01e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43731394,"asset_id":17370054,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43731394/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370054"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370054"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370054; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370054]").text(description); $(".js-view-count[data-work-id=17370054]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370054; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370054']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "91610d26b5f5f5261cc93eff108ef01e" } } $('.js-work-strip[data-work-id=17370054]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370054,"title":"An interview with Bernard Weiner","translated_title":"","metadata":{"abstract":"Without Abstract","publication_date":{"day":null,"month":null,"year":1996,"errors":{}},"publication_name":"Educational Psychology Review"},"translated_abstract":"Without Abstract","internal_url":"https://www.academia.edu/17370054/An_interview_with_Bernard_Weiner","translated_internal_url":"","created_at":"2015-10-27T15:00:18.537-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":43731394,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/43731394/thumbnails/1.jpg","file_name":"Bembenutty_2.doc","download_url":"https://www.academia.edu/attachments/43731394/download_file","bulk_download_file_name":"An_interview_with_Bernard_Weiner.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43731394/Bembenutty_2.doc?1738300901=\u0026response-content-disposition=attachment%3B+filename%3DAn_interview_with_Bernard_Weiner.doc\u0026Expires=1743457392\u0026Signature=eo~vVNip8AmygUGGWqhm6ZoAFx8dbBF7aqkrvi2NaykmZprjxHnEjoiHXBmmanmBUEXNZv0XDgHOcLIvfr6iOlWBs3sLtvYIlm4w4sYL73oSi8F2r78q7uVY5ldsLx-QMHh95SAtvMLFxSG95tyYoxZMOy8oq7tTRrGHa4Ues3JnImJABoXF~zZxl3vA9oVb2cOJxtIiw919eTIiUBxY5MJs9YkHsem2bAzwo2lCVO2mj93acq8TNbwoi5RBVdYBTN4u1NqirhN~1ZhGvE8zNEpQQ7MrlwNEya41AnZQBz2cek-P~BUSGYfgVEFhldm8bJnDgkFoDHJH2BYfTcs0TA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_interview_with_Bernard_Weiner","translated_slug":"","page_count":19,"language":"en","content_type":"Work","summary":"Without Abstract","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":43731394,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/43731394/thumbnails/1.jpg","file_name":"Bembenutty_2.doc","download_url":"https://www.academia.edu/attachments/43731394/download_file","bulk_download_file_name":"An_interview_with_Bernard_Weiner.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43731394/Bembenutty_2.doc?1738300901=\u0026response-content-disposition=attachment%3B+filename%3DAn_interview_with_Bernard_Weiner.doc\u0026Expires=1743457392\u0026Signature=eo~vVNip8AmygUGGWqhm6ZoAFx8dbBF7aqkrvi2NaykmZprjxHnEjoiHXBmmanmBUEXNZv0XDgHOcLIvfr6iOlWBs3sLtvYIlm4w4sYL73oSi8F2r78q7uVY5ldsLx-QMHh95SAtvMLFxSG95tyYoxZMOy8oq7tTRrGHa4Ues3JnImJABoXF~zZxl3vA9oVb2cOJxtIiw919eTIiUBxY5MJs9YkHsem2bAzwo2lCVO2mj93acq8TNbwoi5RBVdYBTN4u1NqirhN~1ZhGvE8zNEpQQ7MrlwNEya41AnZQBz2cek-P~BUSGYfgVEFhldm8bJnDgkFoDHJH2BYfTcs0TA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370054-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370093"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370093/Motivationspsychologie"><img alt="Research paper thumbnail of Motivationspsychologie" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Motivationspsychologie</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370093"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370093"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370093; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370093]").text(description); $(".js-view-count[data-work-id=17370093]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370093; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370093']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370093]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370093,"title":"Motivationspsychologie","translated_title":"","metadata":{"publisher":"Beltz","publication_date":{"day":null,"month":null,"year":1994,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370093/Motivationspsychologie","translated_internal_url":"","created_at":"2015-10-27T15:00:24.704-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Motivationspsychologie","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370093-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370091"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370091/Discovering_general_laws_of_social_motivation"><img alt="Research paper thumbnail of Discovering general laws of social motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39654998/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370091/Discovering_general_laws_of_social_motivation">Discovering general laws of social motivation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Regularities in social motivation are derived from a causal analysis of the abilityeffort distinc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Regularities in social motivation are derived from a causal analysis of the abilityeffort distinction, which has implications for perceptions of personal responsibility. A responsibility analysis is then extended and applied to reactions to the stigmatized, to help-giving, and ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5943ce78056cedf36bc8bd71d652dca5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39654998,"asset_id":17370091,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39654998/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370091"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370091"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370091; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370091]").text(description); $(".js-view-count[data-work-id=17370091]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370091; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370091']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5943ce78056cedf36bc8bd71d652dca5" } } $('.js-work-strip[data-work-id=17370091]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370091,"title":"Discovering general laws of social motivation","translated_title":"","metadata":{"abstract":"Regularities in social motivation are derived from a causal analysis of the abilityeffort distinction, which has implications for perceptions of personal responsibility. A responsibility analysis is then extended and applied to reactions to the stigmatized, to help-giving, and ...","journal_name":"Polish Psychological Bulletin, Vol. 28, No. 2, pp. 87-102","publication_date":{"day":null,"month":null,"year":1997,"errors":{}}},"translated_abstract":"Regularities in social motivation are derived from a causal analysis of the abilityeffort distinction, which has implications for perceptions of personal responsibility. A responsibility analysis is then extended and applied to reactions to the stigmatized, to help-giving, and ...","internal_url":"https://www.academia.edu/17370091/Discovering_general_laws_of_social_motivation","translated_internal_url":"","created_at":"2015-10-27T15:00:24.351-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39654998,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654998/thumbnails/1.jpg","file_name":"1997_-_Discovering_General_Laws_of_Social_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39654998/download_file","bulk_download_file_name":"Discovering_general_laws_of_social_motiv.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654998/1997_-_Discovering_General_Laws_of_Social_Motivation-libre.pdf?1446603546=\u0026response-content-disposition=attachment%3B+filename%3DDiscovering_general_laws_of_social_motiv.pdf\u0026Expires=1743457392\u0026Signature=a3owIgsWEwZrMwrRqvODnvEsbNh6gaYDV3NcaxOF3qaWtABjf26yjXWLN803OHkHkFsLY1fb1sHGluH4Wcg9g-Fz9z5-vL~8GKoiu8szoPqsnt4kROwgC2rDhmjBH7h33HEOulq73HwxT0TGissvwkOgZQK0dbQhHyvnv8s2Tzfa1KMKqYFG7zptEuqh9wvcQESwTMNsttrUkfwRtNms~hjYJ6186arVX3qxsU0SQ2noH8jmjRrdAEY8j3aZn8A~YKHn6UPwTtFyktEneZKXDrkYuK7P1-HS52hTwKfITpG7DKHEE4Pd6LzsTJ1ShSYCg7iHby0j45Eua5kjblYzyw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Discovering_general_laws_of_social_motivation","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"Regularities in social motivation are derived from a causal analysis of the abilityeffort distinction, which has implications for perceptions of personal responsibility. A responsibility analysis is then extended and applied to reactions to the stigmatized, to help-giving, and ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39654998,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654998/thumbnails/1.jpg","file_name":"1997_-_Discovering_General_Laws_of_Social_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39654998/download_file","bulk_download_file_name":"Discovering_general_laws_of_social_motiv.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654998/1997_-_Discovering_General_Laws_of_Social_Motivation-libre.pdf?1446603546=\u0026response-content-disposition=attachment%3B+filename%3DDiscovering_general_laws_of_social_motiv.pdf\u0026Expires=1743457392\u0026Signature=a3owIgsWEwZrMwrRqvODnvEsbNh6gaYDV3NcaxOF3qaWtABjf26yjXWLN803OHkHkFsLY1fb1sHGluH4Wcg9g-Fz9z5-vL~8GKoiu8szoPqsnt4kROwgC2rDhmjBH7h33HEOulq73HwxT0TGissvwkOgZQK0dbQhHyvnv8s2Tzfa1KMKqYFG7zptEuqh9wvcQESwTMNsttrUkfwRtNms~hjYJ6186arVX3qxsU0SQ2noH8jmjRrdAEY8j3aZn8A~YKHn6UPwTtFyktEneZKXDrkYuK7P1-HS52hTwKfITpG7DKHEE4Pd6LzsTJ1ShSYCg7iHby0j45Eua5kjblYzyw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":743604,"name":"Psychological Science","url":"https://www.academia.edu/Documents/in/Psychological_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370091-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="11857244"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11857244/An_attributional_analysis_of_students_interactions_The_social_consequences_of_perceived_responsibility"><img alt="Research paper thumbnail of An attributional analysis of students' interactions: The social consequences of perceived responsibility" class="work-thumbnail" src="https://attachments.academia-assets.com/46481860/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11857244/An_attributional_analysis_of_students_interactions_The_social_consequences_of_perceived_responsibility">An attributional analysis of students' interactions: The social consequences of perceived responsibility</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JaanaJuvonen">Jaana Juvonen</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span>Educational Psychology Review</span><span>, 1993</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-11857244-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-11857244-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26677918/figure-1-the-relations-among-perceived-responsibility"><img alt="Fig. 1. The relations among perceived responsibility, emotions, and social re- sponses toward deviant classmates (from Juvonen, 1992). To test the independent and combined effects of perceived respon- sibility and aversiveness on children’s social responses, perceived control- lability and annoyance of three atypical characteristics that children frequently report as the causes of both boys’ and girls’ unpopularity (arro- " class="figure-slide-image" src="https://figures.academia-assets.com/46481860/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26677926/figure-2-the-relations-among-the-help-eliciting-situation"><img alt="fig. 2. The relations among the help-eliciting situation, perceived controllability, emotions, and help giving (from Schmidt and Weiner, 1988). Attributional beliefs about responsibility also explain teachers’ will- ingness to provide help or support for their students. Brophy and Rohrkem- per (1981) had teachers rate the controllability of various problem behaviors students frequently display (e.g., disruptive behavior, laziness, so- cial withdrawal). In addition, the teachers reported how they would respond to or “manage” such behaviors. Teachers were more likely to provide sup- port to students whose problem behaviors were viewed as uncontrollable by the student (e.g., low self-esteem, shyness) than to those whose problems were seen as controllable by the student (e.g., disruptiveness, laziness). " class="figure-slide-image" src="https://figures.academia-assets.com/46481860/figure_002.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-11857244-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="46e3fe79203c379a37b982176bb01781" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46481860,"asset_id":11857244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46481860/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11857244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11857244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11857244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11857244]").text(description); $(".js-view-count[data-work-id=11857244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11857244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11857244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "46e3fe79203c379a37b982176bb01781" } } $('.js-work-strip[data-work-id=11857244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11857244,"title":"An attributional analysis of students' interactions: The social consequences of perceived responsibility","translated_title":"","metadata":{"publisher":"Springer","publication_date":{"day":null,"month":null,"year":1993,"errors":{}},"publication_name":"Educational Psychology Review"},"translated_abstract":null,"internal_url":"https://www.academia.edu/11857244/An_attributional_analysis_of_students_interactions_The_social_consequences_of_perceived_responsibility","translated_internal_url":"","created_at":"2015-04-08T17:12:02.656-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29276761,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":5165978,"work_id":11857244,"tagging_user_id":29276761,"tagged_user_id":null,"co_author_invite_id":1161166,"email":"w***3@illinois.edu","display_order":0,"name":"Bernard Weiner","title":"An attributional analysis of students' interactions: The social consequences of perceived responsibility"},{"id":5165979,"work_id":11857244,"tagging_user_id":29276761,"tagged_user_id":34438703,"co_author_invite_id":1161167,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":4194304,"name":"Bernard Weiner","title":"An attributional analysis of students' interactions: The social consequences of perceived responsibility"}],"downloadable_attachments":[{"id":46481860,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/46481860/thumbnails/1.jpg","file_name":"An_attributional_analysis_of_students_i20160614-28687-8u2qxk.pdf","download_url":"https://www.academia.edu/attachments/46481860/download_file","bulk_download_file_name":"An_attributional_analysis_of_students_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/46481860/An_attributional_analysis_of_students_i20160614-28687-8u2qxk-libre.pdf?1465925016=\u0026response-content-disposition=attachment%3B+filename%3DAn_attributional_analysis_of_students_in.pdf\u0026Expires=1743457392\u0026Signature=UDM1wUs~uBVXzELeVvBKxXgRvYW9wsZ5yGUHL2d46ggYVxAm6S4jR9WVOjQlPoqj7s-Z-GKZiAPYsbHS2w9dIQzokQK17dEkL4Gc~mkcGWJq8NjhkKyH~BPpFGgtk9CN0~JbTx5cILSGbqjaepBqFvxs7fggbWyEFcCcRWQ2iaZi-1khFQfGOZhijbeTKdH-Fv2JG6faYPdesAF60To8vXZ3XBTC4Gze6RnO~QDb~IotwqItr96T1bTUcBcE2PPwStFPJZimNPEgfM7Ae6CqJxQMZZ2mVN-WsQrnii-AIEyMrvEp2x9WUJWXwf0aK7HKJ6HQ-FYBvXFDgiCRBqWX5A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_attributional_analysis_of_students_interactions_The_social_consequences_of_perceived_responsibility","translated_slug":"","page_count":21,"language":"en","content_type":"Work","summary":null,"owner":{"id":29276761,"first_name":"Jaana","middle_initials":null,"last_name":"Juvonen","page_name":"JaanaJuvonen","domain_name":"independent","created_at":"2015-04-08T17:09:30.253-07:00","display_name":"Jaana Juvonen","url":"https://independent.academia.edu/JaanaJuvonen"},"attachments":[{"id":46481860,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/46481860/thumbnails/1.jpg","file_name":"An_attributional_analysis_of_students_i20160614-28687-8u2qxk.pdf","download_url":"https://www.academia.edu/attachments/46481860/download_file","bulk_download_file_name":"An_attributional_analysis_of_students_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/46481860/An_attributional_analysis_of_students_i20160614-28687-8u2qxk-libre.pdf?1465925016=\u0026response-content-disposition=attachment%3B+filename%3DAn_attributional_analysis_of_students_in.pdf\u0026Expires=1743457392\u0026Signature=UDM1wUs~uBVXzELeVvBKxXgRvYW9wsZ5yGUHL2d46ggYVxAm6S4jR9WVOjQlPoqj7s-Z-GKZiAPYsbHS2w9dIQzokQK17dEkL4Gc~mkcGWJq8NjhkKyH~BPpFGgtk9CN0~JbTx5cILSGbqjaepBqFvxs7fggbWyEFcCcRWQ2iaZi-1khFQfGOZhijbeTKdH-Fv2JG6faYPdesAF60To8vXZ3XBTC4Gze6RnO~QDb~IotwqItr96T1bTUcBcE2PPwStFPJZimNPEgfM7Ae6CqJxQMZZ2mVN-WsQrnii-AIEyMrvEp2x9WUJWXwf0aK7HKJ6HQ-FYBvXFDgiCRBqWX5A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":4715,"name":"Social Interaction","url":"https://www.academia.edu/Documents/in/Social_Interaction"},{"id":69003,"name":"Socially-responsible Investing","url":"https://www.academia.edu/Documents/in/Socially-responsible_Investing"}],"urls":[{"id":4659011,"url":"http://direct.bl.uk/research/25/16/EN012417147.html"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-11857244-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369953"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369953/On_sin_versus_sickness_A_theory_of_perceived_responsibility_and_social_motivation"><img alt="Research paper thumbnail of On sin versus sickness: A theory of perceived responsibility and social motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39471716/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369953/On_sin_versus_sickness_A_theory_of_perceived_responsibility_and_social_motivation">On sin versus sickness: A theory of perceived responsibility and social motivation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Lack of effort as a cause of achievement failure evokes more punishment than does lack of ability...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Lack of effort as a cause of achievement failure evokes more punishment than does lack of ability. Perceptions of the controllability of these causes, inferences about personal responsibility, and affective reactions of sympathy and anger mediate between the causal perceptions of ability and effort and punishment responses. This general theory of social motivation explains some reactions to stigmatized persons as well as observations related to help giving, peer rejection, and aggression. The proposed conceptual system distinguishes the reactions to sin versus sickness.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369953-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369953-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/21251905/figure-1-nofe-from-aa-attributional-analysis-of-achievement"><img alt="Nofe. From "Aa Attributional Analysis of Achievement Motivation’ by B. Weiner and A. Kukla, 1970, Journal of Personality ond Social al Psychology, 15, p. 3. Copyrig 1970 by the American Psychological Association. " class="figure-slide-image" src="https://figures.academia-assets.com/39471716/figure_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369953-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="28fc42b06bbc00d5f88ee44c49bef5d7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471716,"asset_id":17369953,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471716/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369953"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369953"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369953; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369953]").text(description); $(".js-view-count[data-work-id=17369953]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369953; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369953']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "28fc42b06bbc00d5f88ee44c49bef5d7" } } $('.js-work-strip[data-work-id=17369953]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369953,"title":"On sin versus sickness: A theory of perceived responsibility and social motivation","translated_title":"","metadata":{"abstract":"Lack of effort as a cause of achievement failure evokes more punishment than does lack of ability. Perceptions of the controllability of these causes, inferences about personal responsibility, and affective reactions of sympathy and anger mediate between the causal perceptions of ability and effort and punishment responses. This general theory of social motivation explains some reactions to stigmatized persons as well as observations related to help giving, peer rejection, and aggression. The proposed conceptual system distinguishes the reactions to sin versus sickness.","journal_name":"American Psychologist, Vol. 48, No. 9, pp. 957-65","publication_date":{"day":null,"month":10,"year":1993,"errors":{}}},"translated_abstract":"Lack of effort as a cause of achievement failure evokes more punishment than does lack of ability. Perceptions of the controllability of these causes, inferences about personal responsibility, and affective reactions of sympathy and anger mediate between the causal perceptions of ability and effort and punishment responses. This general theory of social motivation explains some reactions to stigmatized persons as well as observations related to help giving, peer rejection, and aggression. The proposed conceptual system distinguishes the reactions to sin versus sickness.","internal_url":"https://www.academia.edu/17369953/On_sin_versus_sickness_A_theory_of_perceived_responsibility_and_social_motivation","translated_internal_url":"","created_at":"2015-10-27T14:59:49.387-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471716,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471716/thumbnails/1.jpg","file_name":"On_Sin_Versus_Sickness._A_Theory_of_Perc20151027-17330-3gubwn.pdf","download_url":"https://www.academia.edu/attachments/39471716/download_file","bulk_download_file_name":"On_sin_versus_sickness_A_theory_of_perce.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471716/On_Sin_Versus_Sickness._A_Theory_of_Perc20151027-17330-3gubwn-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DOn_sin_versus_sickness_A_theory_of_perce.pdf\u0026Expires=1743457392\u0026Signature=LpXVHwd8YcVDhQnH-G6~G1oOHR59iXiL6p-4MMcHRdzXVLOvo1zJn2yTyXngHD0-Y5zAQrD4hsQtAZDPbj7xyKI5clrF5U3laOonlGPojdxMRr49L-O1grLs0-NP81jPt7bI0z6-3LkeozNPonBTsGNrl5QkUH7RVUW4bHdq3IdcSoj8NgTrPyYwLlb9RfTWRWWv0~ATQKw0CQEm2s8996UyFXfpxgt8v2-KjQUaRaWpwIRIXI~1ogkHqJiJdDLfbhGeUz3MCrsMQgygNZn131aiStQtSakt0WgAA9Wzc~Jk5A9sfE0kBlVewKoVMtC1Zh7m9GxgGtfMPKaI2A1t8w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"On_sin_versus_sickness_A_theory_of_perceived_responsibility_and_social_motivation","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"Lack of effort as a cause of achievement failure evokes more punishment than does lack of ability. Perceptions of the controllability of these causes, inferences about personal responsibility, and affective reactions of sympathy and anger mediate between the causal perceptions of ability and effort and punishment responses. This general theory of social motivation explains some reactions to stigmatized persons as well as observations related to help giving, peer rejection, and aggression. The proposed conceptual system distinguishes the reactions to sin versus sickness.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471716,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471716/thumbnails/1.jpg","file_name":"On_Sin_Versus_Sickness._A_Theory_of_Perc20151027-17330-3gubwn.pdf","download_url":"https://www.academia.edu/attachments/39471716/download_file","bulk_download_file_name":"On_sin_versus_sickness_A_theory_of_perce.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471716/On_Sin_Versus_Sickness._A_Theory_of_Perc20151027-17330-3gubwn-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DOn_sin_versus_sickness_A_theory_of_perce.pdf\u0026Expires=1743457392\u0026Signature=LpXVHwd8YcVDhQnH-G6~G1oOHR59iXiL6p-4MMcHRdzXVLOvo1zJn2yTyXngHD0-Y5zAQrD4hsQtAZDPbj7xyKI5clrF5U3laOonlGPojdxMRr49L-O1grLs0-NP81jPt7bI0z6-3LkeozNPonBTsGNrl5QkUH7RVUW4bHdq3IdcSoj8NgTrPyYwLlb9RfTWRWWv0~ATQKw0CQEm2s8996UyFXfpxgt8v2-KjQUaRaWpwIRIXI~1ogkHqJiJdDLfbhGeUz3MCrsMQgygNZn131aiStQtSakt0WgAA9Wzc~Jk5A9sfE0kBlVewKoVMtC1Zh7m9GxgGtfMPKaI2A1t8w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":40023,"name":"Social Responsibility","url":"https://www.academia.edu/Documents/in/Social_Responsibility"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":82732,"name":"Aggression","url":"https://www.academia.edu/Documents/in/Aggression"},{"id":99773,"name":"Disease","url":"https://www.academia.edu/Documents/in/Disease"},{"id":165710,"name":"Religion and psychology","url":"https://www.academia.edu/Documents/in/Religion_and_psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369953-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369957"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369957/Attribution_and_attributional_processes_in_personality"><img alt="Research paper thumbnail of Attribution and attributional processes in personality" class="work-thumbnail" src="https://attachments.academia-assets.com/39848183/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369957/Attribution_and_attributional_processes_in_personality">Attribution and attributional processes in personality</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ac31393a4f1dbe6aece22da3dbe4aa8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39848183,"asset_id":17369957,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39848183/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369957"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369957"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369957; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369957]").text(description); $(".js-view-count[data-work-id=17369957]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369957; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369957']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8ac31393a4f1dbe6aece22da3dbe4aa8" } } $('.js-work-strip[data-work-id=17369957]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369957,"title":"Attribution and attributional processes in personality","translated_title":"","metadata":{"more_info":"In G. V. Caprara \u0026 G. L. Van Heck (Eds.), Modern personality psychology (pp. 295-324). New York: Harvester-Wheatsheaf.","publication_date":{"day":null,"month":null,"year":1992,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17369957/Attribution_and_attributional_processes_in_personality","translated_internal_url":"","created_at":"2015-10-27T14:59:50.349-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103681,"work_id":17369957,"tagging_user_id":34438703,"tagged_user_id":32554404,"co_author_invite_id":null,"email":"c***a@iastate.edu","affiliation":"Iowa State University","display_order":0,"name":"Craig A Anderson","title":"Attribution and attributional processes in personality"}],"downloadable_attachments":[{"id":39848183,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39848183/thumbnails/1.jpg","file_name":"Attribution_n_Personality_Psychology.pdf","download_url":"https://www.academia.edu/attachments/39848183/download_file","bulk_download_file_name":"Attribution_and_attributional_processes.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39848183/Attribution_n_Personality_Psychology-libre.pdf?1447118758=\u0026response-content-disposition=attachment%3B+filename%3DAttribution_and_attributional_processes.pdf\u0026Expires=1743457392\u0026Signature=JKmPXihuwluHAGP3v7VlTDqqDfN17Y5jtaN1DzW8JOe1KLvkptf8hKmjGSmFf7OX4D2qQS5El9wH1JzWJzarn3bUCSiYAt4zC2wTwpKnaZ-4-bzCvq73g2RrmqyjhynMHP0hDC77WsY8KXHcyt2RDRBU8v~5jidKDRRAxEQr3i7TCK8PAz3WRgN1~jGPjmA-3WnKBjOgWUyUkGl7yntx1l6jubWL~6tX5Vya7LCEutR3Sn0n12c9mAEee6G6QYx1U4-OLYRtb68e6dkO4OI9VP25idsDNHih3HTX0EjDoNeuSq0ILCGFsHQFjeuzUd9OMFE7mjydUgCOaR-IYzZNGQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Attribution_and_attributional_processes_in_personality","translated_slug":"","page_count":21,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39848183,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39848183/thumbnails/1.jpg","file_name":"Attribution_n_Personality_Psychology.pdf","download_url":"https://www.academia.edu/attachments/39848183/download_file","bulk_download_file_name":"Attribution_and_attributional_processes.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39848183/Attribution_n_Personality_Psychology-libre.pdf?1447118758=\u0026response-content-disposition=attachment%3B+filename%3DAttribution_and_attributional_processes.pdf\u0026Expires=1743457392\u0026Signature=JKmPXihuwluHAGP3v7VlTDqqDfN17Y5jtaN1DzW8JOe1KLvkptf8hKmjGSmFf7OX4D2qQS5El9wH1JzWJzarn3bUCSiYAt4zC2wTwpKnaZ-4-bzCvq73g2RrmqyjhynMHP0hDC77WsY8KXHcyt2RDRBU8v~5jidKDRRAxEQr3i7TCK8PAz3WRgN1~jGPjmA-3WnKBjOgWUyUkGl7yntx1l6jubWL~6tX5Vya7LCEutR3Sn0n12c9mAEee6G6QYx1U4-OLYRtb68e6dkO4OI9VP25idsDNHih3HTX0EjDoNeuSq0ILCGFsHQFjeuzUd9OMFE7mjydUgCOaR-IYzZNGQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369957-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369959"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369959/Theories_and_principles_of_motivation"><img alt="Research paper thumbnail of Theories and principles of motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39471720/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369959/Theories_and_principles_of_motivation">Theories and principles of motivation</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cc6d3c870965375860b4191367f83db9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471720,"asset_id":17369959,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471720/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369959"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369959"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369959; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369959]").text(description); $(".js-view-count[data-work-id=17369959]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369959; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369959']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cc6d3c870965375860b4191367f83db9" } } $('.js-work-strip[data-work-id=17369959]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369959,"title":"Theories and principles of motivation","translated_title":"","metadata":{"more_info":"In D.C. Berliner \u0026 R.C. Calfee (Eds.), Handbook of Educational Psychology (pp. 63-84). New York: Macmillan.","publication_date":{"day":null,"month":null,"year":1996,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17369959/Theories_and_principles_of_motivation","translated_internal_url":"","created_at":"2015-10-27T14:59:50.944-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471720,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471720/thumbnails/1.jpg","file_name":"Theories_and_principles_of_motivation20151027-10893-5nr85u.pdf","download_url":"https://www.academia.edu/attachments/39471720/download_file","bulk_download_file_name":"Theories_and_principles_of_motivation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471720/Theories_and_principles_of_motivation20151027-10893-5nr85u-libre.pdf?1445986100=\u0026response-content-disposition=attachment%3B+filename%3DTheories_and_principles_of_motivation.pdf\u0026Expires=1743457392\u0026Signature=ZBLvvrioeloszORSUJmWlr17UPcD~-rZHuVjoD9M-OpUvch8YOPzahd5DoVpJAkQs6~15R-42iFUnFw5c0Q4NyST0B1uu7~Bxt~pQB-aKwgqRpsmkX7XSkXKGkDRIgYPDJXWvopQI~oiuv5pIzO9qppdgmz-EuqpwnZ7HKFl4wRwjomYJB5X9OfWFNfzYUyV~Hrbazyx8SfIRwo1P~b7~kXc~VT8Fa50ucRbU7zDfiuEH4~DXhBuyMhYmV4u91y6xGlNqnoYnDbfn3VytoF-rjtVyFEjCyG6ugdOlC8CtHFF7hibYHlEwPlhByndiX8mJwFukyFPlqH7IZLQwgrPhA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Theories_and_principles_of_motivation","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471720,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471720/thumbnails/1.jpg","file_name":"Theories_and_principles_of_motivation20151027-10893-5nr85u.pdf","download_url":"https://www.academia.edu/attachments/39471720/download_file","bulk_download_file_name":"Theories_and_principles_of_motivation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471720/Theories_and_principles_of_motivation20151027-10893-5nr85u-libre.pdf?1445986100=\u0026response-content-disposition=attachment%3B+filename%3DTheories_and_principles_of_motivation.pdf\u0026Expires=1743457392\u0026Signature=ZBLvvrioeloszORSUJmWlr17UPcD~-rZHuVjoD9M-OpUvch8YOPzahd5DoVpJAkQs6~15R-42iFUnFw5c0Q4NyST0B1uu7~Bxt~pQB-aKwgqRpsmkX7XSkXKGkDRIgYPDJXWvopQI~oiuv5pIzO9qppdgmz-EuqpwnZ7HKFl4wRwjomYJB5X9OfWFNfzYUyV~Hrbazyx8SfIRwo1P~b7~kXc~VT8Fa50ucRbU7zDfiuEH4~DXhBuyMhYmV4u91y6xGlNqnoYnDbfn3VytoF-rjtVyFEjCyG6ugdOlC8CtHFF7hibYHlEwPlhByndiX8mJwFukyFPlqH7IZLQwgrPhA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369959-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369966"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369966/Effects_of_Causal_Attributions_on_Personnel_Decisions_A_Social_Motivation_Perspective"><img alt="Research paper thumbnail of Effects of Causal Attributions on Personnel Decisions: A Social Motivation Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/39843545/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369966/Effects_of_Causal_Attributions_on_Personnel_Decisions_A_Social_Motivation_Perspective">Effects of Causal Attributions on Personnel Decisions: A Social Motivation Perspective</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In organizations, many of the crucial decisions concern employees, particularly regarding those w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In organizations, many of the crucial decisions concern employees, particularly regarding those who perform poorly. One theory that can potentially assist in understanding how personnel managers make personnel decisions is Weiner's (1995a) attributional theory of social conduct. Two experiments were conducted to examine the effects of ability (low, high) and effort (low, high) causal information for an employee's poor work performance on personnel decisions. In Study 1, college students played the role of personnel managers and read four performance appraisals written about an employee who missed a deadline at work. Results show that each performance-appraisal vignette elicited a unique decision profile (e.g., to reprimand, to fire, to console). These results were replicated using a sample of individuals with personnel-management experience in Study 2. To examine the extent to which certain personnel decisions are mediated by specific cognitive and affective variables, a structural equation analysis was conducted in Study 3. Findings indicate that there is an acceptable fit of the data to the model tested and that attributions and personnel decisions for poor work performance are mediated by how responsible the employee is judged to be and how much sympathy the evaluator feels. The implications for these results are discussed within the framework of Weiner's attributional theory of social conduct and personnel decision making.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="83061739696d2e737f2203977dee558b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39843545,"asset_id":17369966,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39843545/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369966"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369966"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369966; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369966]").text(description); $(".js-view-count[data-work-id=17369966]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369966; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369966']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "83061739696d2e737f2203977dee558b" } } $('.js-work-strip[data-work-id=17369966]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369966,"title":"Effects of Causal Attributions on Personnel Decisions: A Social Motivation Perspective","translated_title":"","metadata":{"abstract":"In organizations, many of the crucial decisions concern employees, particularly regarding those who perform poorly. One theory that can potentially assist in understanding how personnel managers make personnel decisions is Weiner's (1995a) attributional theory of social conduct. Two experiments were conducted to examine the effects of ability (low, high) and effort (low, high) causal information for an employee's poor work performance on personnel decisions. In Study 1, college students played the role of personnel managers and read four performance appraisals written about an employee who missed a deadline at work. Results show that each performance-appraisal vignette elicited a unique decision profile (e.g., to reprimand, to fire, to console). These results were replicated using a sample of individuals with personnel-management experience in Study 2. To examine the extent to which certain personnel decisions are mediated by specific cognitive and affective variables, a structural equation analysis was conducted in Study 3. Findings indicate that there is an acceptable fit of the data to the model tested and that attributions and personnel decisions for poor work performance are mediated by how responsible the employee is judged to be and how much sympathy the evaluator feels. The implications for these results are discussed within the framework of Weiner's attributional theory of social conduct and personnel decision making.","ai_title_tag":"Causal Attributions in Personnel Decisions","journal_name":"Basic and Applied Social Psychology, Vol. 20, No. 2, pp. 155-166. ","publication_date":{"day":null,"month":6,"year":1998,"errors":{}}},"translated_abstract":"In organizations, many of the crucial decisions concern employees, particularly regarding those who perform poorly. One theory that can potentially assist in understanding how personnel managers make personnel decisions is Weiner's (1995a) attributional theory of social conduct. Two experiments were conducted to examine the effects of ability (low, high) and effort (low, high) causal information for an employee's poor work performance on personnel decisions. In Study 1, college students played the role of personnel managers and read four performance appraisals written about an employee who missed a deadline at work. Results show that each performance-appraisal vignette elicited a unique decision profile (e.g., to reprimand, to fire, to console). These results were replicated using a sample of individuals with personnel-management experience in Study 2. To examine the extent to which certain personnel decisions are mediated by specific cognitive and affective variables, a structural equation analysis was conducted in Study 3. Findings indicate that there is an acceptable fit of the data to the model tested and that attributions and personnel decisions for poor work performance are mediated by how responsible the employee is judged to be and how much sympathy the evaluator feels. The implications for these results are discussed within the framework of Weiner's attributional theory of social conduct and personnel decision making.","internal_url":"https://www.academia.edu/17369966/Effects_of_Causal_Attributions_on_Personnel_Decisions_A_Social_Motivation_Perspective","translated_internal_url":"","created_at":"2015-10-27T14:59:52.826-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":21218702,"work_id":17369966,"tagging_user_id":34438703,"tagged_user_id":32566076,"co_author_invite_id":null,"email":"k***1@boisestate.edu","affiliation":"Boise State University","display_order":0,"name":"Keith Allred","title":"Effects of Causal Attributions on Personnel Decisions: A Social Motivation Perspective"}],"downloadable_attachments":[{"id":39843545,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843545/thumbnails/1.jpg","file_name":"1998_-_Effects_of_Casual_Attributions_on_Personnel_Decisions.pdf","download_url":"https://www.academia.edu/attachments/39843545/download_file","bulk_download_file_name":"Effects_of_Causal_Attributions_on_Person.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843545/1998_-_Effects_of_Casual_Attributions_on_Personnel_Decisions-libre.pdf?1447105116=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_Causal_Attributions_on_Person.pdf\u0026Expires=1743457392\u0026Signature=DZJrUPJ4swcye6bp38bJiM54pYTjijhYi5pNtvjzFY2WbR8EGwyzGx5CFxe1RoRDQLTDg-6Tm~Pbb7iX7tSPkANAjI07uOqgTdOb1dv3mmHhKO8EIQXOPDjTCmoMBqmp8cYaycK1QAjiYWQf4vWxAlBMWpHYCYJ~L95x9F83GEwxRwrwMV5cfKvr5FTNyw4seNenkPpXLXiNOcEjQrpDqrSyotc0-o1uGpqGfP03KHR7RNYuFQFowftDo9QLuZR2xOFBOLDWzwYp-idn9fi3BZII6GPnOwyEhGgzIsh9VgPber8Wbu33wFgCwtnZxddlhGPwssnMKM5BrUIEqPZgJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_Causal_Attributions_on_Personnel_Decisions_A_Social_Motivation_Perspective","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"In organizations, many of the crucial decisions concern employees, particularly regarding those who perform poorly. One theory that can potentially assist in understanding how personnel managers make personnel decisions is Weiner's (1995a) attributional theory of social conduct. Two experiments were conducted to examine the effects of ability (low, high) and effort (low, high) causal information for an employee's poor work performance on personnel decisions. In Study 1, college students played the role of personnel managers and read four performance appraisals written about an employee who missed a deadline at work. Results show that each performance-appraisal vignette elicited a unique decision profile (e.g., to reprimand, to fire, to console). These results were replicated using a sample of individuals with personnel-management experience in Study 2. To examine the extent to which certain personnel decisions are mediated by specific cognitive and affective variables, a structural equation analysis was conducted in Study 3. Findings indicate that there is an acceptable fit of the data to the model tested and that attributions and personnel decisions for poor work performance are mediated by how responsible the employee is judged to be and how much sympathy the evaluator feels. The implications for these results are discussed within the framework of Weiner's attributional theory of social conduct and personnel decision making.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39843545,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843545/thumbnails/1.jpg","file_name":"1998_-_Effects_of_Casual_Attributions_on_Personnel_Decisions.pdf","download_url":"https://www.academia.edu/attachments/39843545/download_file","bulk_download_file_name":"Effects_of_Causal_Attributions_on_Person.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843545/1998_-_Effects_of_Casual_Attributions_on_Personnel_Decisions-libre.pdf?1447105116=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_Causal_Attributions_on_Person.pdf\u0026Expires=1743457392\u0026Signature=DZJrUPJ4swcye6bp38bJiM54pYTjijhYi5pNtvjzFY2WbR8EGwyzGx5CFxe1RoRDQLTDg-6Tm~Pbb7iX7tSPkANAjI07uOqgTdOb1dv3mmHhKO8EIQXOPDjTCmoMBqmp8cYaycK1QAjiYWQf4vWxAlBMWpHYCYJ~L95x9F83GEwxRwrwMV5cfKvr5FTNyw4seNenkPpXLXiNOcEjQrpDqrSyotc0-o1uGpqGfP03KHR7RNYuFQFowftDo9QLuZR2xOFBOLDWzwYp-idn9fi3BZII6GPnOwyEhGgzIsh9VgPber8Wbu33wFgCwtnZxddlhGPwssnMKM5BrUIEqPZgJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369966-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369972"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369972/An_Attributional_Analysis_of_Maternal_Beliefs_about_the_Importance_of_Child_Rearing_Practices"><img alt="Research paper thumbnail of An Attributional Analysis of Maternal Beliefs about the Importance of Child-Rearing Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/39471721/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369972/An_Attributional_Analysis_of_Maternal_Beliefs_about_the_Importance_of_Child_Rearing_Practices">An Attributional Analysis of Maternal Beliefs about the Importance of Child-Rearing Practices</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">2 principles from attribution theory, covariation and hedonic bias, were employed to examine moth...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">2 principles from attribution theory, covariation and hedonic bias, were employed to examine mothers' attributions for their children's outcomes in the academic, social, and personality domains. Mother of 5–17-year-old gifted, regular, and special education children who were from only-child or multiple-child families made attributions for offspring outcomes to childrearing practices, genetics, and the environment. Based on the covariation principle, it was predicted that mothers of only children would attribute greater importance to child-rearing practices as causes of their children's outcomes than would mothers of multiple children. In addition, predictions based on the hedonic bias led us to hypothesize greater endorsement of child-rearing attributions for gifted (perceived high success) than special education (perceived low success) children. Both hypotheses were supported across all 3 domains. The dilemma of perceived parental responsibility and the usefulness of an attributional approach for understanding parents' causal beliefs are discussed.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369972-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369972-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/25148920/table-1-nore-scores-range-from-to-higher-numbers-indicate"><img alt="Nore.—Scores range from 1 to 8. Higher numbers indicate greater endorsement of that attribution. ATTRIBUTIONS TO PARENTING, GENETICS, AND ENVIRONMENT AS A FUNCTION OF FAMILY SIZE AND POPULATION " class="figure-slide-image" src="https://figures.academia-assets.com/39471721/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/25148930/table-2-notr-entries-in-the-are-values-for-the-family-size"><img alt="Notr.— Entries in the table are F values. For the family size main effect, df = 1,188; for the population ma: fect, df = 2,188. *9 < 05. **t yp = 01. ty < 001. Summary or ANOVA REsULTs TABLE 2 " class="figure-slide-image" src="https://figures.academia-assets.com/39471721/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/25148943/table-3-attributions-to-parenting-genetics-and-environment"><img alt="ATTRIBUTIONS TO PARENTING, GENETICS, AND ENVIRONMENT IN REGULAR AND SPECIAL POPULATIONS AS A FUNCTION OF H1GuH AND Low PERCEIVED SUCCESS " class="figure-slide-image" src="https://figures.academia-assets.com/39471721/table_003.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369972-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="85a88f11fea3a0c4326f28732062ea9a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471721,"asset_id":17369972,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471721/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369972"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369972"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369972; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369972]").text(description); $(".js-view-count[data-work-id=17369972]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369972; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369972']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "85a88f11fea3a0c4326f28732062ea9a" } } $('.js-work-strip[data-work-id=17369972]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369972,"title":"An Attributional Analysis of Maternal Beliefs about the Importance of Child-Rearing Practices","translated_title":"","metadata":{"abstract":"2 principles from attribution theory, covariation and hedonic bias, were employed to examine mothers' attributions for their children's outcomes in the academic, social, and personality domains. Mother of 5–17-year-old gifted, regular, and special education children who were from only-child or multiple-child families made attributions for offspring outcomes to childrearing practices, genetics, and the environment. Based on the covariation principle, it was predicted that mothers of only children would attribute greater importance to child-rearing practices as causes of their children's outcomes than would mothers of multiple children. In addition, predictions based on the hedonic bias led us to hypothesize greater endorsement of child-rearing attributions for gifted (perceived high success) than special education (perceived low success) children. Both hypotheses were supported across all 3 domains. The dilemma of perceived parental responsibility and the usefulness of an attributional approach for understanding parents' causal beliefs are discussed.","ai_title_tag":"Mothers' Attribution of Child Outcomes: Beliefs on Parenting","journal_name":"Child Development, Vol. 62, No. 2, pp. 301 - 310","publication_date":{"day":null,"month":3,"year":1991,"errors":{}}},"translated_abstract":"2 principles from attribution theory, covariation and hedonic bias, were employed to examine mothers' attributions for their children's outcomes in the academic, social, and personality domains. Mother of 5–17-year-old gifted, regular, and special education children who were from only-child or multiple-child families made attributions for offspring outcomes to childrearing practices, genetics, and the environment. Based on the covariation principle, it was predicted that mothers of only children would attribute greater importance to child-rearing practices as causes of their children's outcomes than would mothers of multiple children. In addition, predictions based on the hedonic bias led us to hypothesize greater endorsement of child-rearing attributions for gifted (perceived high success) than special education (perceived low success) children. Both hypotheses were supported across all 3 domains. The dilemma of perceived parental responsibility and the usefulness of an attributional approach for understanding parents' causal beliefs are discussed.","internal_url":"https://www.academia.edu/17369972/An_Attributional_Analysis_of_Maternal_Beliefs_about_the_Importance_of_Child_Rearing_Practices","translated_internal_url":"","created_at":"2015-10-27T14:59:56.192-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471721,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471721/thumbnails/1.jpg","file_name":"An_Attributional_Analysis_of_Maternal_Be20151027-2318-153n13g.pdf","download_url":"https://www.academia.edu/attachments/39471721/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Maternal_Be.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471721/An_Attributional_Analysis_of_Maternal_Be20151027-2318-153n13g-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Maternal_Be.pdf\u0026Expires=1743457392\u0026Signature=PH77wCcQij4VHg1oM0SHyDDu4VNjpbEWPg~tRrYrHOfHnwr1m~Yl28yE3CJlWlCZXXUwtuGdAj3n9oQDrnFtudC0X~NpRUmZQpQATuwZ8MnvPgWlO4~im5gi7YQRmvSZ4vSGaI4tkPJzKSJ693qKDZGewIImSFTGxonXAb7cqvAo-rZQXvQrublHNVG6LjasOuarrrQ92mxvvE7TFwUmPqRWxBhh9G4FlzkUon6bqBYJR~lcL4tIrLPx0KjQyHAL5KgLpgu--wG1PJiKEE5UftI1FpIoJtG2unqpkuDWA5KLtB35DP5bOIAkcwPINfBGNcax9c-Is7MBncGN63CQMw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Attributional_Analysis_of_Maternal_Beliefs_about_the_Importance_of_Child_Rearing_Practices","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"2 principles from attribution theory, covariation and hedonic bias, were employed to examine mothers' attributions for their children's outcomes in the academic, social, and personality domains. Mother of 5–17-year-old gifted, regular, and special education children who were from only-child or multiple-child families made attributions for offspring outcomes to childrearing practices, genetics, and the environment. Based on the covariation principle, it was predicted that mothers of only children would attribute greater importance to child-rearing practices as causes of their children's outcomes than would mothers of multiple children. In addition, predictions based on the hedonic bias led us to hypothesize greater endorsement of child-rearing attributions for gifted (perceived high success) than special education (perceived low success) children. Both hypotheses were supported across all 3 domains. The dilemma of perceived parental responsibility and the usefulness of an attributional approach for understanding parents' causal beliefs are discussed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471721,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471721/thumbnails/1.jpg","file_name":"An_Attributional_Analysis_of_Maternal_Be20151027-2318-153n13g.pdf","download_url":"https://www.academia.edu/attachments/39471721/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Maternal_Be.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471721/An_Attributional_Analysis_of_Maternal_Be20151027-2318-153n13g-libre.pdf?1445986099=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Maternal_Be.pdf\u0026Expires=1743457392\u0026Signature=PH77wCcQij4VHg1oM0SHyDDu4VNjpbEWPg~tRrYrHOfHnwr1m~Yl28yE3CJlWlCZXXUwtuGdAj3n9oQDrnFtudC0X~NpRUmZQpQATuwZ8MnvPgWlO4~im5gi7YQRmvSZ4vSGaI4tkPJzKSJ693qKDZGewIImSFTGxonXAb7cqvAo-rZQXvQrublHNVG6LjasOuarrrQ92mxvvE7TFwUmPqRWxBhh9G4FlzkUon6bqBYJR~lcL4tIrLPx0KjQyHAL5KgLpgu--wG1PJiKEE5UftI1FpIoJtG2unqpkuDWA5KLtB35DP5bOIAkcwPINfBGNcax9c-Is7MBncGN63CQMw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369972-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369979"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369979/An_attributional_analysis_of_the_development_of_excuse_giving_in_aggressive_and_nonaggressive_African_American_boys"><img alt="Research paper thumbnail of An attributional analysis of the development of excuse giving in aggressive and nonaggressive African American boys" class="work-thumbnail" src="https://attachments.academia-assets.com/39471735/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369979/An_attributional_analysis_of_the_development_of_excuse_giving_in_aggressive_and_nonaggressive_African_American_boys">An attributional analysis of the development of excuse giving in aggressive and nonaggressive African American boys</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study examined the effects of age and aggressive status on children's understanding and use ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study examined the effects of age and aggressive status on children's understanding and use of excuses. Younger (3rd–5th grade) and older (6th–8th grade) aggressive and nonaggressive African American boys were first instructed to imagine that they failed to fulfill a social obligation. The cause of the transgression was presented as controllable (e.g., choosing to do something else), and children indicated whether they would reveal that cause or make up an excuse. Next, 4 causes of the same transgression were manipulated to be either controllable or uncontrollable. Children inferred that they would be held more responsible for controllable causes of social misconduct, that these causes would elicit more anger, and that they would be more likely to withhold these causes (i.e., make up an excuse). The linkages between perceived responsibility, anticipated anger, and excuse giving were stronger among older than younger boys and among nonaggressive than aggressive boys. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ae667e8a31cfede798a5418660146d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471735,"asset_id":17369979,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471735/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369979"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369979"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369979; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369979]").text(description); $(".js-view-count[data-work-id=17369979]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369979; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369979']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4ae667e8a31cfede798a5418660146d5" } } $('.js-work-strip[data-work-id=17369979]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369979,"title":"An attributional analysis of the development of excuse giving in aggressive and nonaggressive African American boys","translated_title":"","metadata":{"abstract":"This study examined the effects of age and aggressive status on children's understanding and use of excuses. Younger (3rd–5th grade) and older (6th–8th grade) aggressive and nonaggressive African American boys were first instructed to imagine that they failed to fulfill a social obligation. The cause of the transgression was presented as controllable (e.g., choosing to do something else), and children indicated whether they would reveal that cause or make up an excuse. Next, 4 causes of the same transgression were manipulated to be either controllable or uncontrollable. Children inferred that they would be held more responsible for controllable causes of social misconduct, that these causes would elicit more anger, and that they would be more likely to withhold these causes (i.e., make up an excuse). The linkages between perceived responsibility, anticipated anger, and excuse giving were stronger among older than younger boys and among nonaggressive than aggressive boys. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Developmental Psychology, Vol. 31, No. 2, pp. 274-284","publication_date":{"day":null,"month":2,"year":1995,"errors":{}}},"translated_abstract":"This study examined the effects of age and aggressive status on children's understanding and use of excuses. Younger (3rd–5th grade) and older (6th–8th grade) aggressive and nonaggressive African American boys were first instructed to imagine that they failed to fulfill a social obligation. The cause of the transgression was presented as controllable (e.g., choosing to do something else), and children indicated whether they would reveal that cause or make up an excuse. Next, 4 causes of the same transgression were manipulated to be either controllable or uncontrollable. Children inferred that they would be held more responsible for controllable causes of social misconduct, that these causes would elicit more anger, and that they would be more likely to withhold these causes (i.e., make up an excuse). The linkages between perceived responsibility, anticipated anger, and excuse giving were stronger among older than younger boys and among nonaggressive than aggressive boys. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369979/An_attributional_analysis_of_the_development_of_excuse_giving_in_aggressive_and_nonaggressive_African_American_boys","translated_internal_url":"","created_at":"2015-10-27T14:59:58.340-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471735,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471735/thumbnails/1.jpg","file_name":"An_Attributional_Analysis_of_the_Develop20151027-19545-1o6wj2z.pdf","download_url":"https://www.academia.edu/attachments/39471735/download_file","bulk_download_file_name":"An_attributional_analysis_of_the_develop.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471735/An_Attributional_Analysis_of_the_Develop20151027-19545-1o6wj2z-libre.pdf?1445986097=\u0026response-content-disposition=attachment%3B+filename%3DAn_attributional_analysis_of_the_develop.pdf\u0026Expires=1743457392\u0026Signature=ZvtjTDkYwGg-w9kiwi1po6NPkXTZbdgh-O4upekwZ-OC-yxPT~KdjA3BzVTfJMANraujOYNogHe8U3-mNqWo51dE64il87THaQgKGg5b~BY6qBnqgTR-kGVxSWERUhjfnyrxzP5G6OckUp6uhzCG9bgwMguWCslsS2zF44L80NFq59TfEzR1ApDTIXKtyRNXRz6W-MzRF9FWN~UwNkgHrfL~wDspb545ZfIzrk-Zo845H0mAOZbvw6cmKJE8CuPgGwAI0~KdPCZG4TuJPtQTc4J7OtIicT8ve05dLb77ppBFo9HRcYntVrdk1BUnseL6wwGfhliNMO7SNAKAcy2SnA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_attributional_analysis_of_the_development_of_excuse_giving_in_aggressive_and_nonaggressive_African_American_boys","translated_slug":"","page_count":11,"language":"en","content_type":"Work","summary":"This study examined the effects of age and aggressive status on children's understanding and use of excuses. Younger (3rd–5th grade) and older (6th–8th grade) aggressive and nonaggressive African American boys were first instructed to imagine that they failed to fulfill a social obligation. The cause of the transgression was presented as controllable (e.g., choosing to do something else), and children indicated whether they would reveal that cause or make up an excuse. Next, 4 causes of the same transgression were manipulated to be either controllable or uncontrollable. Children inferred that they would be held more responsible for controllable causes of social misconduct, that these causes would elicit more anger, and that they would be more likely to withhold these causes (i.e., make up an excuse). The linkages between perceived responsibility, anticipated anger, and excuse giving were stronger among older than younger boys and among nonaggressive than aggressive boys. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471735,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471735/thumbnails/1.jpg","file_name":"An_Attributional_Analysis_of_the_Develop20151027-19545-1o6wj2z.pdf","download_url":"https://www.academia.edu/attachments/39471735/download_file","bulk_download_file_name":"An_attributional_analysis_of_the_develop.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471735/An_Attributional_Analysis_of_the_Develop20151027-19545-1o6wj2z-libre.pdf?1445986097=\u0026response-content-disposition=attachment%3B+filename%3DAn_attributional_analysis_of_the_develop.pdf\u0026Expires=1743457392\u0026Signature=ZvtjTDkYwGg-w9kiwi1po6NPkXTZbdgh-O4upekwZ-OC-yxPT~KdjA3BzVTfJMANraujOYNogHe8U3-mNqWo51dE64il87THaQgKGg5b~BY6qBnqgTR-kGVxSWERUhjfnyrxzP5G6OckUp6uhzCG9bgwMguWCslsS2zF44L80NFq59TfEzR1ApDTIXKtyRNXRz6W-MzRF9FWN~UwNkgHrfL~wDspb545ZfIzrk-Zo845H0mAOZbvw6cmKJE8CuPgGwAI0~KdPCZG4TuJPtQTc4J7OtIicT8ve05dLb77ppBFo9HRcYntVrdk1BUnseL6wwGfhliNMO7SNAKAcy2SnA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":68342,"name":"African American","url":"https://www.academia.edu/Documents/in/African_American"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369979-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369982"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369982/Ability_versus_effort_revisited_The_moral_determinants_of_achievement_evaluation_and_achievement_as_a_moral_system"><img alt="Research paper thumbnail of Ability versus effort revisited: The moral determinants of achievement evaluation and achievement as a moral system" class="work-thumbnail" src="https://attachments.academia-assets.com/39471726/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369982/Ability_versus_effort_revisited_The_moral_determinants_of_achievement_evaluation_and_achievement_as_a_moral_system">Ability versus effort revisited: The moral determinants of achievement evaluation and achievement as a moral system</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article examines the moral determinants of achievement evaluation. Conceptual analyses of th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article examines the moral determinants of achievement evaluation. Conceptual analyses of the distinction between ability and effort are offered in which responsibility inferences and affective reactions play key roles mediating the relations between causal attributions and evaluation. Three new research directions are then pointed out that pertain to a distinction between onset and offset responsibility for achievement failure, the perceived fairness of achievement evaluation, and what adolescents communicate to peers after achievement outcomes. The article next examines the function of punishing lack of effort. Finally, achievement is viewed as a moral system, which suggests different research directions from those which have dominated the field. This research thrust focuses on achievement values and social obligations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e368d1be86585e9023f9a56c1fdc8b2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471726,"asset_id":17369982,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471726/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369982"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369982"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369982; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369982]").text(description); $(".js-view-count[data-work-id=17369982]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369982; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369982']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e368d1be86585e9023f9a56c1fdc8b2" } } $('.js-work-strip[data-work-id=17369982]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369982,"title":"Ability versus effort revisited: The moral determinants of achievement evaluation and achievement as a moral system","translated_title":"","metadata":{"abstract":"This article examines the moral determinants of achievement evaluation. Conceptual analyses of the distinction between ability and effort are offered in which responsibility inferences and affective reactions play key roles mediating the relations between causal attributions and evaluation. Three new research directions are then pointed out that pertain to a distinction between onset and offset responsibility for achievement failure, the perceived fairness of achievement evaluation, and what adolescents communicate to peers after achievement outcomes. The article next examines the function of punishing lack of effort. Finally, achievement is viewed as a moral system, which suggests different research directions from those which have dominated the field. This research thrust focuses on achievement values and social obligations.","ai_title_tag":"Moral Factors in Achievement Evaluation","journal_name":"Educational Psychologist, Vol. 29, No. 3, pp. 163-172. ","publication_date":{"day":null,"month":6,"year":1994,"errors":{}}},"translated_abstract":"This article examines the moral determinants of achievement evaluation. Conceptual analyses of the distinction between ability and effort are offered in which responsibility inferences and affective reactions play key roles mediating the relations between causal attributions and evaluation. Three new research directions are then pointed out that pertain to a distinction between onset and offset responsibility for achievement failure, the perceived fairness of achievement evaluation, and what adolescents communicate to peers after achievement outcomes. The article next examines the function of punishing lack of effort. Finally, achievement is viewed as a moral system, which suggests different research directions from those which have dominated the field. This research thrust focuses on achievement values and social obligations.","internal_url":"https://www.academia.edu/17369982/Ability_versus_effort_revisited_The_moral_determinants_of_achievement_evaluation_and_achievement_as_a_moral_system","translated_internal_url":"","created_at":"2015-10-27T14:59:59.825-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471726,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471726/thumbnails/1.jpg","file_name":"Ability_versus_effort_revisited_The_mora20151027-17330-1ja6y5z.pdf","download_url":"https://www.academia.edu/attachments/39471726/download_file","bulk_download_file_name":"Ability_versus_effort_revisited_The_mora.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471726/Ability_versus_effort_revisited_The_mora20151027-17330-1ja6y5z-libre.pdf?1445986098=\u0026response-content-disposition=attachment%3B+filename%3DAbility_versus_effort_revisited_The_mora.pdf\u0026Expires=1743457392\u0026Signature=Mb8~-MTUy1cfOK84PnINiBX3UYz1MHbpaAzEviTK5a4PsXYSm22i5PIvFeFT3W6GNKpWkOS7Xe6T~lKatNEH0D-1HotYItYpV9J3eRZfCS0USzu5PmvUwQ-PLarJYkifNiIneBD41EeqIUtXZF1TQ5uTJQn9XGEox7tcSsUnp-a6Z-Jwm17d5Hw-S53HUD2LblIzF-EB4lPdM0ZsRXiyec2rExn3iqEkIQSkq1DbZ8QCMTaOgNP4Sh1UQJaa-HjgXeh3NjIzlJ-1vFbAu7RHVFsHy5qNVgKKz0Ab~8GegTHi64Sv8GyRheZ~iEnPtM2Cz9CjIr2Fu0h6FrjmVqbDvQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Ability_versus_effort_revisited_The_moral_determinants_of_achievement_evaluation_and_achievement_as_a_moral_system","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"This article examines the moral determinants of achievement evaluation. Conceptual analyses of the distinction between ability and effort are offered in which responsibility inferences and affective reactions play key roles mediating the relations between causal attributions and evaluation. Three new research directions are then pointed out that pertain to a distinction between onset and offset responsibility for achievement failure, the perceived fairness of achievement evaluation, and what adolescents communicate to peers after achievement outcomes. The article next examines the function of punishing lack of effort. Finally, achievement is viewed as a moral system, which suggests different research directions from those which have dominated the field. This research thrust focuses on achievement values and social obligations.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471726,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471726/thumbnails/1.jpg","file_name":"Ability_versus_effort_revisited_The_mora20151027-17330-1ja6y5z.pdf","download_url":"https://www.academia.edu/attachments/39471726/download_file","bulk_download_file_name":"Ability_versus_effort_revisited_The_mora.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471726/Ability_versus_effort_revisited_The_mora20151027-17330-1ja6y5z-libre.pdf?1445986098=\u0026response-content-disposition=attachment%3B+filename%3DAbility_versus_effort_revisited_The_mora.pdf\u0026Expires=1743457392\u0026Signature=Mb8~-MTUy1cfOK84PnINiBX3UYz1MHbpaAzEviTK5a4PsXYSm22i5PIvFeFT3W6GNKpWkOS7Xe6T~lKatNEH0D-1HotYItYpV9J3eRZfCS0USzu5PmvUwQ-PLarJYkifNiIneBD41EeqIUtXZF1TQ5uTJQn9XGEox7tcSsUnp-a6Z-Jwm17d5Hw-S53HUD2LblIzF-EB4lPdM0ZsRXiyec2rExn3iqEkIQSkq1DbZ8QCMTaOgNP4Sh1UQJaa-HjgXeh3NjIzlJ-1vFbAu7RHVFsHy5qNVgKKz0Ab~8GegTHi64Sv8GyRheZ~iEnPtM2Cz9CjIr2Fu0h6FrjmVqbDvQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":22558,"name":"Role of the Educational Psychologist","url":"https://www.academia.edu/Documents/in/Role_of_the_Educational_Psychologist"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369982-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369991"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369991/Conservatism_and_Perceptions_of_Poverty_An_Attributional_Analysis"><img alt="Research paper thumbnail of Conservatism and Perceptions of Poverty: An Attributional Analysis" class="work-thumbnail" src="https://attachments.academia-assets.com/39471729/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369991/Conservatism_and_Perceptions_of_Poverty_An_Attributional_Analysis">Conservatism and Perceptions of Poverty: An Attributional Analysis</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Attribution theory was used to relate causal explanations for poverty to affect and behavioral in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Attribution theory was used to relate causal explanations for poverty to affect and behavioral intentions. In Experiment 1, student subjects rated 13 causes of poverty on importance, the attribution of controllability, blame, affects of pity and anger, and judgments of help-giving (personal help and welfare). Two individual differences, conservatism and the belief in a just world, were also assessed. A principal components analysis categorized the causes into three types: individualistic, societal, and fatalistic. Conservatism correlated positively with a belief in the importance of individualistic causes, controllability, blame, and anger, and it correlated negatively with perceptions of the importance of societal causes, pity, and intentions to help. No systematic effects of the belief in a just world emerged. A structural equation analysis revealed that personal help is emotionally determined, whereas welfare judgments are directly related to attributions of responsibility and political ideology. Experiment 2 revealed a similar pattern of results using a nonstudent sample.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64e384ec66e0ae7227834e70080ec170" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471729,"asset_id":17369991,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471729/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369991"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369991"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369991; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369991]").text(description); $(".js-view-count[data-work-id=17369991]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369991; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369991']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "64e384ec66e0ae7227834e70080ec170" } } $('.js-work-strip[data-work-id=17369991]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369991,"title":"Conservatism and Perceptions of Poverty: An Attributional Analysis","translated_title":"","metadata":{"abstract":"Attribution theory was used to relate causal explanations for poverty to affect and behavioral intentions. In Experiment 1, student subjects rated 13 causes of poverty on importance, the attribution of controllability, blame, affects of pity and anger, and judgments of help-giving (personal help and welfare). Two individual differences, conservatism and the belief in a just world, were also assessed. A principal components analysis categorized the causes into three types: individualistic, societal, and fatalistic. Conservatism correlated positively with a belief in the importance of individualistic causes, controllability, blame, and anger, and it correlated negatively with perceptions of the importance of societal causes, pity, and intentions to help. No systematic effects of the belief in a just world emerged. A structural equation analysis revealed that personal help is emotionally determined, whereas welfare judgments are directly related to attributions of responsibility and political ideology. Experiment 2 revealed a similar pattern of results using a nonstudent sample.","ai_title_tag":"Conservatism's Impact on Poverty Perceptions and Help-giving","journal_name":"Journal of Applied Social Psychology, Vol. 23, No. 12, pp. 925–943.","publication_date":{"day":null,"month":6,"year":1993,"errors":{}}},"translated_abstract":"Attribution theory was used to relate causal explanations for poverty to affect and behavioral intentions. In Experiment 1, student subjects rated 13 causes of poverty on importance, the attribution of controllability, blame, affects of pity and anger, and judgments of help-giving (personal help and welfare). Two individual differences, conservatism and the belief in a just world, were also assessed. A principal components analysis categorized the causes into three types: individualistic, societal, and fatalistic. Conservatism correlated positively with a belief in the importance of individualistic causes, controllability, blame, and anger, and it correlated negatively with perceptions of the importance of societal causes, pity, and intentions to help. No systematic effects of the belief in a just world emerged. A structural equation analysis revealed that personal help is emotionally determined, whereas welfare judgments are directly related to attributions of responsibility and political ideology. Experiment 2 revealed a similar pattern of results using a nonstudent sample.","internal_url":"https://www.academia.edu/17369991/Conservatism_and_Perceptions_of_Poverty_An_Attributional_Analysis","translated_internal_url":"","created_at":"2015-10-27T15:00:01.736-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471729,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471729/thumbnails/1.jpg","file_name":"Conservatism_and_Perceptions_of_Poverty_20151027-2311-diot2a.pdf","download_url":"https://www.academia.edu/attachments/39471729/download_file","bulk_download_file_name":"Conservatism_and_Perceptions_of_Poverty.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471729/Conservatism_and_Perceptions_of_Poverty_20151027-2311-diot2a-libre.pdf?1445986098=\u0026response-content-disposition=attachment%3B+filename%3DConservatism_and_Perceptions_of_Poverty.pdf\u0026Expires=1743457392\u0026Signature=Kdp24qqVDvryfM81oCHt729Ot~0saHXEtgDtY0HXaPsk5NEqykXVeHC9T4b5jHTCwk~~DOOD7MDvjCsF00d~7jl1ysp~VYK1SZr3xztAQKRCWaJB-GzbarZt3kUl2I0kxMW9mkJzvOiN6V7-2Fs1WeoHE4LQ3IPISjhT-Ox5ACumdgFN9KwYUQmaz3mKZmnD5OgcJiwry8JdU41FKnjknlbp18eo7fdkvWiHSs77Mz20AsbpBJuDC6m3sMBrbm4XF12I9GurUyVO9599ABCLhZ1mMYG4m1hUvk8daurM4UrN5oDzHbK-YSZCszyARHNqZX0XBrtT2DzojHvZ2n3m4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Conservatism_and_Perceptions_of_Poverty_An_Attributional_Analysis","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":"Attribution theory was used to relate causal explanations for poverty to affect and behavioral intentions. In Experiment 1, student subjects rated 13 causes of poverty on importance, the attribution of controllability, blame, affects of pity and anger, and judgments of help-giving (personal help and welfare). Two individual differences, conservatism and the belief in a just world, were also assessed. A principal components analysis categorized the causes into three types: individualistic, societal, and fatalistic. Conservatism correlated positively with a belief in the importance of individualistic causes, controllability, blame, and anger, and it correlated negatively with perceptions of the importance of societal causes, pity, and intentions to help. No systematic effects of the belief in a just world emerged. A structural equation analysis revealed that personal help is emotionally determined, whereas welfare judgments are directly related to attributions of responsibility and political ideology. Experiment 2 revealed a similar pattern of results using a nonstudent sample.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471729,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471729/thumbnails/1.jpg","file_name":"Conservatism_and_Perceptions_of_Poverty_20151027-2311-diot2a.pdf","download_url":"https://www.academia.edu/attachments/39471729/download_file","bulk_download_file_name":"Conservatism_and_Perceptions_of_Poverty.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471729/Conservatism_and_Perceptions_of_Poverty_20151027-2311-diot2a-libre.pdf?1445986098=\u0026response-content-disposition=attachment%3B+filename%3DConservatism_and_Perceptions_of_Poverty.pdf\u0026Expires=1743457392\u0026Signature=Kdp24qqVDvryfM81oCHt729Ot~0saHXEtgDtY0HXaPsk5NEqykXVeHC9T4b5jHTCwk~~DOOD7MDvjCsF00d~7jl1ysp~VYK1SZr3xztAQKRCWaJB-GzbarZt3kUl2I0kxMW9mkJzvOiN6V7-2Fs1WeoHE4LQ3IPISjhT-Ox5ACumdgFN9KwYUQmaz3mKZmnD5OgcJiwry8JdU41FKnjknlbp18eo7fdkvWiHSs77Mz20AsbpBJuDC6m3sMBrbm4XF12I9GurUyVO9599ABCLhZ1mMYG4m1hUvk8daurM4UrN5oDzHbK-YSZCszyARHNqZX0XBrtT2DzojHvZ2n3m4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":72175,"name":"Applied Social Psychology","url":"https://www.academia.edu/Documents/in/Applied_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369991-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369992"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369992/An_Attributional_Analysis_of_Reactions_to_Magic_Johnson"><img alt="Research paper thumbnail of An Attributional Analysis of Reactions to Magic Johnson" class="work-thumbnail" src="https://attachments.academia-assets.com/39471730/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369992/An_Attributional_Analysis_of_Reactions_to_Magic_Johnson">An Attributional Analysis of Reactions to Magic Johnson</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Principles from attribution theory were used to analyze public reactions to the health status of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Principles from attribution theory were used to analyze public reactions to the health status of Magic Johnson. An experimental study containing two distinct samples (college students and African-American adults) together with supplemental reports from local and national media confirm the value of this approach. The findings show that inferences about causal responsibility are related to affective reactions of sympathy and anger toward Magic Johnson. Implications for attribution theory, as well as for future attitudes toward Magic Johnson, are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc811b35fad441b2bd82962b3a3599e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471730,"asset_id":17369992,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471730/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369992"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369992"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369992; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369992]").text(description); $(".js-view-count[data-work-id=17369992]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369992; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369992']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dc811b35fad441b2bd82962b3a3599e0" } } $('.js-work-strip[data-work-id=17369992]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369992,"title":"An Attributional Analysis of Reactions to Magic Johnson","translated_title":"","metadata":{"abstract":"Principles from attribution theory were used to analyze public reactions to the health status of Magic Johnson. An experimental study containing two distinct samples (college students and African-American adults) together with supplemental reports from local and national media confirm the value of this approach. The findings show that inferences about causal responsibility are related to affective reactions of sympathy and anger toward Magic Johnson. Implications for attribution theory, as well as for future attitudes toward Magic Johnson, are discussed.","ai_title_tag":"Analyzing Public Reactions to Magic Johnson's Health Status","journal_name":"Journal of Applied Social Psychology, Vol. 23, No. 12, pp. 996 - 1010. ","publication_date":{"day":null,"month":5,"year":1993,"errors":{}}},"translated_abstract":"Principles from attribution theory were used to analyze public reactions to the health status of Magic Johnson. An experimental study containing two distinct samples (college students and African-American adults) together with supplemental reports from local and national media confirm the value of this approach. The findings show that inferences about causal responsibility are related to affective reactions of sympathy and anger toward Magic Johnson. Implications for attribution theory, as well as for future attitudes toward Magic Johnson, are discussed.","internal_url":"https://www.academia.edu/17369992/An_Attributional_Analysis_of_Reactions_to_Magic_Johnson","translated_internal_url":"","created_at":"2015-10-27T15:00:02.267-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103691,"work_id":17369992,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811258,"email":"g***a@bp.lnf.it","display_order":0,"name":"Traci Giuliano","title":"An Attributional Analysis of Reactions to Magic Johnson"}],"downloadable_attachments":[{"id":39471730,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471730/thumbnails/1.jpg","file_name":"An_Attributional_Analysis_of_Reactions_t20151027-10893-1eq8sdx.pdf","download_url":"https://www.academia.edu/attachments/39471730/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Reactions_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471730/An_Attributional_Analysis_of_Reactions_t20151027-10893-1eq8sdx-libre.pdf?1445986098=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Reactions_t.pdf\u0026Expires=1743457392\u0026Signature=Xwe3AMs-x~EW~7pv90xccEB64NmnbPHkGi4oVDTWp0CtnayHHVNtcDYcRjSlg5ZZQBBgd42lA7nsjQY-2pgFpNcDlqjLFKNWNpM0FVOpjfZz4FL64FCUjE782cwtiGiNHqffpdCp~Y82aQbYzdXGOV-S9aI0KJxAajQKshk31geX6eQKkrU2-08~YD01yYEClOwSwJAM14fouwHM9nqmN9cBSofU751YhxZse4ksMg9g98MkpZBdaVkE1SLgz6h4cQ8vfDz0QxCuHs3yltwZA9Bvc1Qs9G1ca5VCGrpwhpaxBfZX7cMh5qEnOHaHwCjvhd4~k7oa31IFvQaSN72j2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Attributional_Analysis_of_Reactions_to_Magic_Johnson","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":"Principles from attribution theory were used to analyze public reactions to the health status of Magic Johnson. An experimental study containing two distinct samples (college students and African-American adults) together with supplemental reports from local and national media confirm the value of this approach. The findings show that inferences about causal responsibility are related to affective reactions of sympathy and anger toward Magic Johnson. Implications for attribution theory, as well as for future attitudes toward Magic Johnson, are discussed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471730,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471730/thumbnails/1.jpg","file_name":"An_Attributional_Analysis_of_Reactions_t20151027-10893-1eq8sdx.pdf","download_url":"https://www.academia.edu/attachments/39471730/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Reactions_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471730/An_Attributional_Analysis_of_Reactions_t20151027-10893-1eq8sdx-libre.pdf?1445986098=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Reactions_t.pdf\u0026Expires=1743457393\u0026Signature=JmR0nVjwvclN32Ub9DAUJR0BAt2x0hgIqTEBZYB~h2r-Co-d47eJb64vkVH3ftiBEeV5KXE7amcdfDKioQjXaBcFl0l9yat8-YsFFLdreG~b8msO8l5snGGj8oEH9320Klg237NZ81ayf7w03LkI-crTldN7bfgOugYmHl3UfEY5cmdaFm~2dwHkoR5~UKQeVxF2Z6W5lOHHBuwsQrC3hCUBAnkkSN2q6cVewdo9XrJLpzc9UT25VGd7PADkmWTZqf2I05vzPRkcbYAYrIMutbLWsQl6k5YITHfmwT-kPkqbhCls2XxXNBGmeZqKXE8xw~xF2RKStR2s3jCsD3MJEQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":72175,"name":"Applied Social Psychology","url":"https://www.academia.edu/Documents/in/Applied_Social_Psychology"},{"id":96502,"name":"Applied","url":"https://www.academia.edu/Documents/in/Applied"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369992-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369998"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369998/History_of_motivational_research_in_education"><img alt="Research paper thumbnail of History of motivational research in education" class="work-thumbnail" src="https://attachments.academia-assets.com/39471732/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369998/History_of_motivational_research_in_education">History of motivational research in education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The history of motivational research in education is traced through chapters on motivation in the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The history of motivational research in education is traced through chapters on motivation in the Encyclopedia of Educational Research from 1941 to 1990. Discussion of the drive concept, the motivation–learning distinction, the role of individual differences, and the emergence of cognitive concerns and the self are examined. Great shifts are documented, and current as well as future trends are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369998-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369998-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13610133/table-1-history-of-motivational-research-in-education"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39471732/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369998-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f275cb30fba1afa8c4cf1db78592cac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471732,"asset_id":17369998,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471732/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369998"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369998; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369998]").text(description); $(".js-view-count[data-work-id=17369998]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369998; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369998']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8f275cb30fba1afa8c4cf1db78592cac" } } $('.js-work-strip[data-work-id=17369998]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369998,"title":"History of motivational research in education","translated_title":"","metadata":{"abstract":"The history of motivational research in education is traced through chapters on motivation in the Encyclopedia of Educational Research from 1941 to 1990. Discussion of the drive concept, the motivation–learning distinction, the role of individual differences, and the emergence of cognitive concerns and the self are examined. Great shifts are documented, and current as well as future trends are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","more_info":"Reprinted in A. Woolfolk (Ed), Readings in Educational Psychology, 1998. Boston: Allyn and Bacon. ","journal_name":"Journal of Educational Psychology, Vol. 82, No. 4, pp. 616-622. ","publication_date":{"day":null,"month":11,"year":1990,"errors":{}}},"translated_abstract":"The history of motivational research in education is traced through chapters on motivation in the Encyclopedia of Educational Research from 1941 to 1990. Discussion of the drive concept, the motivation–learning distinction, the role of individual differences, and the emergence of cognitive concerns and the self are examined. Great shifts are documented, and current as well as future trends are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369998/History_of_motivational_research_in_education","translated_internal_url":"","created_at":"2015-10-27T15:00:03.928-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471732,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471732/thumbnails/1.jpg","file_name":"History_of_Motivational_Research_in_Educ20151027-2318-1fvnf03.pdf","download_url":"https://www.academia.edu/attachments/39471732/download_file","bulk_download_file_name":"History_of_motivational_research_in_educ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471732/History_of_Motivational_Research_in_Educ20151027-2318-1fvnf03-libre.pdf?1445986097=\u0026response-content-disposition=attachment%3B+filename%3DHistory_of_motivational_research_in_educ.pdf\u0026Expires=1743457393\u0026Signature=YBjOaTrWLIdIw8qQR8WAJ1vRg~2Hr6FMYso8WL-xAsB8VVCIDBfzxTunIU-AZYGunaiGpgDQInuEQPTuGrhHZjv8i~4LAJKDeg0viH0ZnLSfJs7Q~1nZBAgMCSrGjDYBkKtJWtBQdiWDQtT0FNGxQRLqGBwD7KJRqNH6LVPEcEP0D~DhFsbsw2ZHBXsDAH0Xk9WGwNmNUEOUAZuZby1keX1rqVgONcMaEhuZcEgTh1G3MXK0HVMl8AEsd3oVJ-ZTCXA9nKltGytcyrd2PcDSsji9dpjR4cigwl-2DBlFkViaSz0t6gVLKI8kyQn~cm-Tjf4yivFv-GaGRO-A2HNFcw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"History_of_motivational_research_in_education","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"The history of motivational research in education is traced through chapters on motivation in the Encyclopedia of Educational Research from 1941 to 1990. Discussion of the drive concept, the motivation–learning distinction, the role of individual differences, and the emergence of cognitive concerns and the self are examined. Great shifts are documented, and current as well as future trends are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471732,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471732/thumbnails/1.jpg","file_name":"History_of_Motivational_Research_in_Educ20151027-2318-1fvnf03.pdf","download_url":"https://www.academia.edu/attachments/39471732/download_file","bulk_download_file_name":"History_of_motivational_research_in_educ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471732/History_of_Motivational_Research_in_Educ20151027-2318-1fvnf03-libre.pdf?1445986097=\u0026response-content-disposition=attachment%3B+filename%3DHistory_of_motivational_research_in_educ.pdf\u0026Expires=1743457393\u0026Signature=YBjOaTrWLIdIw8qQR8WAJ1vRg~2Hr6FMYso8WL-xAsB8VVCIDBfzxTunIU-AZYGunaiGpgDQInuEQPTuGrhHZjv8i~4LAJKDeg0viH0ZnLSfJs7Q~1nZBAgMCSrGjDYBkKtJWtBQdiWDQtT0FNGxQRLqGBwD7KJRqNH6LVPEcEP0D~DhFsbsw2ZHBXsDAH0Xk9WGwNmNUEOUAZuZby1keX1rqVgONcMaEhuZcEgTh1G3MXK0HVMl8AEsd3oVJ-ZTCXA9nKltGytcyrd2PcDSsji9dpjR4cigwl-2DBlFkViaSz0t6gVLKI8kyQn~cm-Tjf4yivFv-GaGRO-A2HNFcw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369998-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370013"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370013/Public_Confession_and_Forgiveness"><img alt="Research paper thumbnail of Public Confession and Forgiveness" class="work-thumbnail" src="https://attachments.academia-assets.com/41874797/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370013/Public_Confession_and_Forgiveness">Public Confession and Forgiveness</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, we report investigations of four role-playing experiments and one laboratory man...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, we report investigations of four role-playing experiments and one laboratory manipulation that examine the effects of confession on forgiveness and other related judgments. The basic paradigm in the simulation studies was to reveal that a political figure or student in a class confessed either following or not following an accusation, or denied personal responsibility for the act. Among the variables manipulated were the attributions for the wrongdoing and the spontaneity of the confession. The dependent variables in one or more investigations included the perceived personal character of the trangressor, attributions of responsibility for the act, affective reactions of sympathy and anger, forgiveness, and behavioral judgments such as sanctioning and voting likelihood. In the laboratory manipulation study, a mixed-motive game setting was used in which a confederate confessed to having prior knowledge that resulted in his winning the game. We then examined whether this admission influenced subsequent cooperation and competition, as well as the other players' perceptions of the confederate's personality and character. Confession was found to have strong beneficial effects, particularly when given without a prior accusation and in ambiguous causal situations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a253ade77fbcc4d558af0377bdf8e252" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":41874797,"asset_id":17370013,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/41874797/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370013"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370013"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370013; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370013]").text(description); $(".js-view-count[data-work-id=17370013]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370013; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370013']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a253ade77fbcc4d558af0377bdf8e252" } } $('.js-work-strip[data-work-id=17370013]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370013,"title":"Public Confession and Forgiveness","translated_title":"","metadata":{"abstract":"In this article, we report investigations of four role-playing experiments and one laboratory manipulation that examine the effects of confession on forgiveness and other related judgments. The basic paradigm in the simulation studies was to reveal that a political figure or student in a class confessed either following or not following an accusation, or denied personal responsibility for the act. Among the variables manipulated were the attributions for the wrongdoing and the spontaneity of the confession. The dependent variables in one or more investigations included the perceived personal character of the trangressor, attributions of responsibility for the act, affective reactions of sympathy and anger, forgiveness, and behavioral judgments such as sanctioning and voting likelihood. In the laboratory manipulation study, a mixed-motive game setting was used in which a confederate confessed to having prior knowledge that resulted in his winning the game. We then examined whether this admission influenced subsequent cooperation and competition, as well as the other players' perceptions of the confederate's personality and character. Confession was found to have strong beneficial effects, particularly when given without a prior accusation and in ambiguous causal situations.","journal_name":"Journal of Personality, Vol. 59, No. 2, pp. 281–312","publication_date":{"day":null,"month":6,"year":1991,"errors":{}}},"translated_abstract":"In this article, we report investigations of four role-playing experiments and one laboratory manipulation that examine the effects of confession on forgiveness and other related judgments. The basic paradigm in the simulation studies was to reveal that a political figure or student in a class confessed either following or not following an accusation, or denied personal responsibility for the act. Among the variables manipulated were the attributions for the wrongdoing and the spontaneity of the confession. The dependent variables in one or more investigations included the perceived personal character of the trangressor, attributions of responsibility for the act, affective reactions of sympathy and anger, forgiveness, and behavioral judgments such as sanctioning and voting likelihood. In the laboratory manipulation study, a mixed-motive game setting was used in which a confederate confessed to having prior knowledge that resulted in his winning the game. We then examined whether this admission influenced subsequent cooperation and competition, as well as the other players' perceptions of the confederate's personality and character. Confession was found to have strong beneficial effects, particularly when given without a prior accusation and in ambiguous causal situations.","internal_url":"https://www.academia.edu/17370013/Public_Confession_and_Forgiveness","translated_internal_url":"","created_at":"2015-10-27T15:00:07.437-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":41874797,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41874797/thumbnails/1.jpg","file_name":"Public_Confession_and_Forgiveness20160201-30232-1cm2vwh.pdf","download_url":"https://www.academia.edu/attachments/41874797/download_file","bulk_download_file_name":"Public_Confession_and_Forgiveness.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41874797/Public_Confession_and_Forgiveness20160201-30232-1cm2vwh-libre.pdf?1454395503=\u0026response-content-disposition=attachment%3B+filename%3DPublic_Confession_and_Forgiveness.pdf\u0026Expires=1743457393\u0026Signature=XL3fNjTtS0nv6GiU0sBfYCWr3Dq0qnJX7q1RWjXuowOCCe8XvD8NacKDbjLbB0NAk2l-6QmgiFDJfGf66E1ZrzTFT~6BfqiFsjaeLXM3enG5NOOQB80V2ZSzucgrqzXmKdyzZdJd5RSPMiO2hw9AR9dk1cW6Abi-0A8~hEFIV9B2tem224zcVQqGCZb4PzIt~JgniECIL8G1xGgHFDYgzdvOGhUc0u6iYrPP5fTznNdb8mODUMhLBFG2UXiATPXTJZqCoUXhSAP-Uc-04oFdwem6Q8ce41kvwLfxutHZqjQq4ZO~Yarl-Z6slGwCA7KoD1Qm3dJ92TGKsd7jySec0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Public_Confession_and_Forgiveness","translated_slug":"","page_count":34,"language":"en","content_type":"Work","summary":"In this article, we report investigations of four role-playing experiments and one laboratory manipulation that examine the effects of confession on forgiveness and other related judgments. The basic paradigm in the simulation studies was to reveal that a political figure or student in a class confessed either following or not following an accusation, or denied personal responsibility for the act. Among the variables manipulated were the attributions for the wrongdoing and the spontaneity of the confession. The dependent variables in one or more investigations included the perceived personal character of the trangressor, attributions of responsibility for the act, affective reactions of sympathy and anger, forgiveness, and behavioral judgments such as sanctioning and voting likelihood. In the laboratory manipulation study, a mixed-motive game setting was used in which a confederate confessed to having prior knowledge that resulted in his winning the game. We then examined whether this admission influenced subsequent cooperation and competition, as well as the other players' perceptions of the confederate's personality and character. Confession was found to have strong beneficial effects, particularly when given without a prior accusation and in ambiguous causal situations.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":41874797,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41874797/thumbnails/1.jpg","file_name":"Public_Confession_and_Forgiveness20160201-30232-1cm2vwh.pdf","download_url":"https://www.academia.edu/attachments/41874797/download_file","bulk_download_file_name":"Public_Confession_and_Forgiveness.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41874797/Public_Confession_and_Forgiveness20160201-30232-1cm2vwh-libre.pdf?1454395503=\u0026response-content-disposition=attachment%3B+filename%3DPublic_Confession_and_Forgiveness.pdf\u0026Expires=1743457393\u0026Signature=XL3fNjTtS0nv6GiU0sBfYCWr3Dq0qnJX7q1RWjXuowOCCe8XvD8NacKDbjLbB0NAk2l-6QmgiFDJfGf66E1ZrzTFT~6BfqiFsjaeLXM3enG5NOOQB80V2ZSzucgrqzXmKdyzZdJd5RSPMiO2hw9AR9dk1cW6Abi-0A8~hEFIV9B2tem224zcVQqGCZb4PzIt~JgniECIL8G1xGgHFDYgzdvOGhUc0u6iYrPP5fTznNdb8mODUMhLBFG2UXiATPXTJZqCoUXhSAP-Uc-04oFdwem6Q8ce41kvwLfxutHZqjQq4ZO~Yarl-Z6slGwCA7KoD1Qm3dJ92TGKsd7jySec0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"}],"urls":[{"id":6298293,"url":"https://www.researchgate.net/profile/Bernard_Weiner/publication/230023279_Public_Confession_and_Forgiveness/links/54e64bc50cf277664ff4f2ba.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370013-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370033"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370033/Lessons_from_the_Past"><img alt="Research paper thumbnail of Lessons from the Past" class="work-thumbnail" src="https://attachments.academia-assets.com/39787902/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370033/Lessons_from_the_Past">Lessons from the Past</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ea8d8b90624e6f06632850e6b452a7db" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39787902,"asset_id":17370033,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39787902/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370033; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370033]").text(description); $(".js-view-count[data-work-id=17370033]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370033; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370033']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ea8d8b90624e6f06632850e6b452a7db" } } $('.js-work-strip[data-work-id=17370033]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370033,"title":"Lessons from the Past","translated_title":"","metadata":{"journal_name":"Psychological Inquiry, Vol. 6, No. 4-4, pp. 319-321","publication_date":{"day":null,"month":10,"year":1995,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370033/Lessons_from_the_Past","translated_internal_url":"","created_at":"2015-10-27T15:00:12.524-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39787902,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39787902/thumbnails/1.jpg","file_name":"Lessons_from_the_Past.pdf","download_url":"https://www.academia.edu/attachments/39787902/download_file","bulk_download_file_name":"Lessons_from_the_Past.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39787902/Lessons_from_the_Past-libre.pdf?1446951278=\u0026response-content-disposition=attachment%3B+filename%3DLessons_from_the_Past.pdf\u0026Expires=1743457393\u0026Signature=VqfiNXYycCC8Z5Pq-v8R~YWNK88ob7LNd5m8cRi353~ZJUsBlhaZNyYU73x6HhNXlWIhzl86dXM418ac9WZO5FmPOq9UY2Vxrww6ro5Oti-K8waIX1GdBXZKf2X54Xgc8piYLqWFBKVXJg74oOkXGSoOc1PSmQeNwuBMpVb50fNJwLBJFU8eoitZe~gxh6ml3oVZLELepVHZZPiT8oiEtNKdbSRuw8ruRTWhmVAVH-KJD7j~rpTgsFlcPTVN9DJ9wgybj~cxmpOhOsktNnMJXVcsdQFwYpVzEy6WcUE1y0y1NE1q01KbWJa3AhjUuO355M9U-S1ZTioV~JS245aVdA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Lessons_from_the_Past","translated_slug":"","page_count":3,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39787902,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39787902/thumbnails/1.jpg","file_name":"Lessons_from_the_Past.pdf","download_url":"https://www.academia.edu/attachments/39787902/download_file","bulk_download_file_name":"Lessons_from_the_Past.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39787902/Lessons_from_the_Past-libre.pdf?1446951278=\u0026response-content-disposition=attachment%3B+filename%3DLessons_from_the_Past.pdf\u0026Expires=1743457393\u0026Signature=VqfiNXYycCC8Z5Pq-v8R~YWNK88ob7LNd5m8cRi353~ZJUsBlhaZNyYU73x6HhNXlWIhzl86dXM418ac9WZO5FmPOq9UY2Vxrww6ro5Oti-K8waIX1GdBXZKf2X54Xgc8piYLqWFBKVXJg74oOkXGSoOc1PSmQeNwuBMpVb50fNJwLBJFU8eoitZe~gxh6ml3oVZLELepVHZZPiT8oiEtNKdbSRuw8ruRTWhmVAVH-KJD7j~rpTgsFlcPTVN9DJ9wgybj~cxmpOhOsktNnMJXVcsdQFwYpVzEy6WcUE1y0y1NE1q01KbWJa3AhjUuO355M9U-S1ZTioV~JS245aVdA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":588,"name":"Nursing","url":"https://www.academia.edu/Documents/in/Nursing"},{"id":596,"name":"Dentistry","url":"https://www.academia.edu/Documents/in/Dentistry"},{"id":724,"name":"Economics","url":"https://www.academia.edu/Documents/in/Economics"},{"id":981,"name":"Health Promotion","url":"https://www.academia.edu/Documents/in/Health_Promotion"},{"id":2860,"name":"Postcolonial Studies","url":"https://www.academia.edu/Documents/in/Postcolonial_Studies"},{"id":3211,"name":"Occupational Health","url":"https://www.academia.edu/Documents/in/Occupational_Health"},{"id":6697,"name":"Australia","url":"https://www.academia.edu/Documents/in/Australia"},{"id":12159,"name":"Injury Prevention","url":"https://www.academia.edu/Documents/in/Injury_Prevention"},{"id":13084,"name":"Preventive medicine","url":"https://www.academia.edu/Documents/in/Preventive_medicine"},{"id":13331,"name":"History of Nursing","url":"https://www.academia.edu/Documents/in/History_of_Nursing"},{"id":16635,"name":"Health Services Research","url":"https://www.academia.edu/Documents/in/Health_Services_Research"},{"id":17158,"name":"Japan","url":"https://www.academia.edu/Documents/in/Japan"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":28235,"name":"Multidisciplinary","url":"https://www.academia.edu/Documents/in/Multidisciplinary"},{"id":31848,"name":"Labor unions","url":"https://www.academia.edu/Documents/in/Labor_unions"},{"id":32696,"name":"Scientific Societies","url":"https://www.academia.edu/Documents/in/Scientific_Societies"},{"id":33319,"name":"Nature","url":"https://www.academia.edu/Documents/in/Nature"},{"id":37772,"name":"Hospitals","url":"https://www.academia.edu/Documents/in/Hospitals"},{"id":40593,"name":"British medical history","url":"https://www.academia.edu/Documents/in/British_medical_history"},{"id":58054,"name":"Environmental Sciences","url":"https://www.academia.edu/Documents/in/Environmental_Sciences"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":66408,"name":"Forensic Sciences","url":"https://www.academia.edu/Documents/in/Forensic_Sciences"},{"id":66744,"name":"Biomedical Research","url":"https://www.academia.edu/Documents/in/Biomedical_Research"},{"id":77677,"name":"Oral health","url":"https://www.academia.edu/Documents/in/Oral_health"},{"id":83471,"name":"Health Services","url":"https://www.academia.edu/Documents/in/Health_Services"},{"id":91832,"name":"Bio Technology","url":"https://www.academia.edu/Documents/in/Bio_Technology"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States"},{"id":116108,"name":"New Zealand","url":"https://www.academia.edu/Documents/in/New_Zealand"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant"},{"id":137516,"name":"Follow-up studies","url":"https://www.academia.edu/Documents/in/Follow-up_studies"},{"id":208414,"name":"USSR","url":"https://www.academia.edu/Documents/in/USSR"},{"id":228828,"name":"Prescription drugs","url":"https://www.academia.edu/Documents/in/Prescription_drugs"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"},{"id":291274,"name":"Great Britain","url":"https://www.academia.edu/Documents/in/Great_Britain"},{"id":394473,"name":"Chernobyl Nuclear Accident","url":"https://www.academia.edu/Documents/in/Chernobyl_Nuclear_Accident"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1"},{"id":415426,"name":"Nuclear Power Plants","url":"https://www.academia.edu/Documents/in/Nuclear_Power_Plants"},{"id":469033,"name":"Radiation Injuries","url":"https://www.academia.edu/Documents/in/Radiation_Injuries"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370033-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370036"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370036/Judgments_of_responsibility_A_foundation_for_a_theory_of_social_conduct"><img alt="Research paper thumbnail of Judgments of responsibility: A foundation for a theory of social conduct" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Judgments of responsibility: A foundation for a theory of social conduct</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Presenting a general theory of social motivation, this compelling work integrates research on ach...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Presenting a general theory of social motivation, this compelling work integrates research on achievement evaluation, stigmatization, helping behavior, aggression, and impression management. Bernard Weiner examines how responsibility inferences are reached, the manner in which such judgments affect emotions, and the role that "cold" judgments of responsibility versus "hot" feelings, such as anger, play in producing both pro- and antisocial behaviors. Ideal for students as well as researchers and mental health practitioners, the book includes experiments for the reader to complete that illustrate the main points of the text.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370036"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370036"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370036; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370036]").text(description); $(".js-view-count[data-work-id=17370036]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370036; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370036']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370036]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370036,"title":"Judgments of responsibility: A foundation for a theory of social conduct","translated_title":"","metadata":{"abstract":"Presenting a general theory of social motivation, this compelling work integrates research on achievement evaluation, stigmatization, helping behavior, aggression, and impression management. Bernard Weiner examines how responsibility inferences are reached, the manner in which such judgments affect emotions, and the role that \"cold\" judgments of responsibility versus \"hot\" feelings, such as anger, play in producing both pro- and antisocial behaviors. Ideal for students as well as researchers and mental health practitioners, the book includes experiments for the reader to complete that illustrate the main points of the text.","more_info":"(Translated into Chinese)","publisher":"New York: Guilford. ","publication_date":{"day":null,"month":null,"year":1995,"errors":{}}},"translated_abstract":"Presenting a general theory of social motivation, this compelling work integrates research on achievement evaluation, stigmatization, helping behavior, aggression, and impression management. Bernard Weiner examines how responsibility inferences are reached, the manner in which such judgments affect emotions, and the role that \"cold\" judgments of responsibility versus \"hot\" feelings, such as anger, play in producing both pro- and antisocial behaviors. Ideal for students as well as researchers and mental health practitioners, the book includes experiments for the reader to complete that illustrate the main points of the text.","internal_url":"https://www.academia.edu/17370036/Judgments_of_responsibility_A_foundation_for_a_theory_of_social_conduct","translated_internal_url":"","created_at":"2015-10-27T15:00:13.705-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Judgments_of_responsibility_A_foundation_for_a_theory_of_social_conduct","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Presenting a general theory of social motivation, this compelling work integrates research on achievement evaluation, stigmatization, helping behavior, aggression, and impression management. Bernard Weiner examines how responsibility inferences are reached, the manner in which such judgments affect emotions, and the role that \"cold\" judgments of responsibility versus \"hot\" feelings, such as anger, play in producing both pro- and antisocial behaviors. Ideal for students as well as researchers and mental health practitioners, the book includes experiments for the reader to complete that illustrate the main points of the text.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370036-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370045"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370045/The_Influence_of_Perceived_Responsibility_and_Personality_Characteristics_on_the_Emotional_and_Behavioral_Reactions_to_People_With_AIDS"><img alt="Research paper thumbnail of The Influence of Perceived Responsibility and Personality Characteristics on the Emotional and Behavioral Reactions to People With AIDS" class="work-thumbnail" src="https://attachments.academia-assets.com/39756394/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370045/The_Influence_of_Perceived_Responsibility_and_Personality_Characteristics_on_the_Emotional_and_Behavioral_Reactions_to_People_With_AIDS">The Influence of Perceived Responsibility and Personality Characteristics on the Emotional and Behavioral Reactions to People With AIDS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study examined the effect of a target's personality and responsibility for a misdeed ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study examined the effect of a target's personality and responsibility for a misdeed on a perceiver's emotions and behavior by determining the variables' impact on the perceiver's emotional reactions and willingness to help the target. A total of 134 Germans and 171 Americans were given information about the level of responsibility (low, medium, or high) for a person's infection with HIV, 2 variations of information about the target's personality (positive vs. negative), and the transmission mode of the virus (needle vs. unsafe sex). Although B. Weiner's (1995) model of responsibility partially explained the findings, the results showed that the target's personality also contributed to the perceiver's emotional and behavioral reactions.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370045-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370045-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/53166068/table-1-the-influence-of-perceived-responsibility-and"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39756394/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/53166074/table-2-the-influence-of-perceived-responsibility-and"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39756394/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/53166080/table-3-the-influence-of-perceived-responsibility-and"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39756394/table_003.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370045-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="950241489b19109ff4b223cfede0cca4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39756394,"asset_id":17370045,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39756394/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370045"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370045"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370045; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370045]").text(description); $(".js-view-count[data-work-id=17370045]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370045; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370045']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "950241489b19109ff4b223cfede0cca4" } } $('.js-work-strip[data-work-id=17370045]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370045,"title":"The Influence of Perceived Responsibility and Personality Characteristics on the Emotional and Behavioral Reactions to People With AIDS","translated_title":"","metadata":{"abstract":"The present study examined the effect of a target's personality and responsibility for a misdeed on a perceiver's emotions and behavior by determining the variables' impact on the perceiver's emotional reactions and willingness to help the target. A total of 134 Germans and 171 Americans were given information about the level of responsibility (low, medium, or high) for a person's infection with HIV, 2 variations of information about the target's personality (positive vs. negative), and the transmission mode of the virus (needle vs. unsafe sex). Although B. Weiner's (1995) model of responsibility partially explained the findings, the results showed that the target's personality also contributed to the perceiver's emotional and behavioral reactions.","journal_name":"The Journal of Social Psychology, Vol. 139, No. 4, pp. 487-95","publication_date":{"day":null,"month":9,"year":1999,"errors":{}}},"translated_abstract":"The present study examined the effect of a target's personality and responsibility for a misdeed on a perceiver's emotions and behavior by determining the variables' impact on the perceiver's emotional reactions and willingness to help the target. A total of 134 Germans and 171 Americans were given information about the level of responsibility (low, medium, or high) for a person's infection with HIV, 2 variations of information about the target's personality (positive vs. negative), and the transmission mode of the virus (needle vs. unsafe sex). Although B. Weiner's (1995) model of responsibility partially explained the findings, the results showed that the target's personality also contributed to the perceiver's emotional and behavioral reactions.","internal_url":"https://www.academia.edu/17370045/The_Influence_of_Perceived_Responsibility_and_Personality_Characteristics_on_the_Emotional_and_Behavioral_Reactions_to_People_With_AIDS","translated_internal_url":"","created_at":"2015-10-27T15:00:16.120-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39756394,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39756394/thumbnails/1.jpg","file_name":"1999_-_The_Influence_of_Percieved_Responsibilty_and_Personality_Characteristics.pdf","download_url":"https://www.academia.edu/attachments/39756394/download_file","bulk_download_file_name":"The_Influence_of_Perceived_Responsibilit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39756394/1999_-_The_Influence_of_Percieved_Responsibilty_and_Personality_Characteristics-libre.pdf?1446840098=\u0026response-content-disposition=attachment%3B+filename%3DThe_Influence_of_Perceived_Responsibilit.pdf\u0026Expires=1743457393\u0026Signature=ffshcnSxEml9ux90Hfm-NTpxjuY4Eh8K341jypqcdpSuTlGvZt2qGI09dhVNH8XpAJEYqIeBASsYtL5kvM1ymmM41Jt6DrqZmxWQKCrCTXPLt8qiXt-UTtawphMKbY~OL6iimh9g9nLSNrCPu9raKcLsQIxoapwlQ1c6xHzpq71YhqMltgzZsNXwZcCXOpD3tRhWoV3uUtouL~RPRupaDDC3MS5Iq~k-IaZ7463RftJZKfuYSroYA2Blr4Ad~pzL38hS~n9PsCaL~n554r1CpbxifrgDEHwuCH~xVJwjvFxwaORBl6qIASNEI2y0kVHn-TH7w~O5hvZrjM-YHjkOZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Influence_of_Perceived_Responsibility_and_Personality_Characteristics_on_the_Emotional_and_Behavioral_Reactions_to_People_With_AIDS","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":"The present study examined the effect of a target's personality and responsibility for a misdeed on a perceiver's emotions and behavior by determining the variables' impact on the perceiver's emotional reactions and willingness to help the target. A total of 134 Germans and 171 Americans were given information about the level of responsibility (low, medium, or high) for a person's infection with HIV, 2 variations of information about the target's personality (positive vs. negative), and the transmission mode of the virus (needle vs. unsafe sex). Although B. Weiner's (1995) model of responsibility partially explained the findings, the results showed that the target's personality also contributed to the perceiver's emotional and behavioral reactions.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39756394,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39756394/thumbnails/1.jpg","file_name":"1999_-_The_Influence_of_Percieved_Responsibilty_and_Personality_Characteristics.pdf","download_url":"https://www.academia.edu/attachments/39756394/download_file","bulk_download_file_name":"The_Influence_of_Perceived_Responsibilit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39756394/1999_-_The_Influence_of_Percieved_Responsibilty_and_Personality_Characteristics-libre.pdf?1446840098=\u0026response-content-disposition=attachment%3B+filename%3DThe_Influence_of_Perceived_Responsibilit.pdf\u0026Expires=1743457393\u0026Signature=ffshcnSxEml9ux90Hfm-NTpxjuY4Eh8K341jypqcdpSuTlGvZt2qGI09dhVNH8XpAJEYqIeBASsYtL5kvM1ymmM41Jt6DrqZmxWQKCrCTXPLt8qiXt-UTtawphMKbY~OL6iimh9g9nLSNrCPu9raKcLsQIxoapwlQ1c6xHzpq71YhqMltgzZsNXwZcCXOpD3tRhWoV3uUtouL~RPRupaDDC3MS5Iq~k-IaZ7463RftJZKfuYSroYA2Blr4Ad~pzL38hS~n9PsCaL~n554r1CpbxifrgDEHwuCH~xVJwjvFxwaORBl6qIASNEI2y0kVHn-TH7w~O5hvZrjM-YHjkOZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1048,"name":"Health Behavior","url":"https://www.academia.edu/Documents/in/Health_Behavior"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"},{"id":40023,"name":"Social Responsibility","url":"https://www.academia.edu/Documents/in/Social_Responsibility"},{"id":40475,"name":"Helping Behavior","url":"https://www.academia.edu/Documents/in/Helping_Behavior"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions"},{"id":50576,"name":"Germany","url":"https://www.academia.edu/Documents/in/Germany"},{"id":57511,"name":"Cross-Cultural Comparison","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Comparison"},{"id":73785,"name":"Personality Assessment Inventory","url":"https://www.academia.edu/Documents/in/Personality_Assessment_Inventory"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States"},{"id":111921,"name":"Sexual Behavior","url":"https://www.academia.edu/Documents/in/Sexual_Behavior"},{"id":1938362,"name":"Acquired immunodeficiency syndrome","url":"https://www.academia.edu/Documents/in/Acquired_immunodeficiency_syndrome"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370045-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370055"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370055/Inferences_about_the_Causes_of_Positive_and_Negative_Emotions"><img alt="Research paper thumbnail of Inferences about the Causes of Positive and Negative Emotions" class="work-thumbnail" src="https://attachments.academia-assets.com/39471743/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370055/Inferences_about_the_Causes_of_Positive_and_Negative_Emotions">Inferences about the Causes of Positive and Negative Emotions</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Three experiments examined inferences about the presence of additional causes (multiple causality...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Three experiments examined inferences about the presence of additional causes (multiple causality) when the emotions evoked by an event were either positive or negative. There were also variations in the intensity of the emotional experience, the magnitude of the eliciting event, the direction of the emotion (toward the se4f or another), and the person experiencing the event (self vs. other). It was found that when an event was major, positive emotions were more likely than negative emotions to generate inferences of additional situational and mood contributions (multiple causality). Conversely, dispositions were more likely to be inferred as an additional cause of negative than positive emotions. Further intense emotional reactions and reactions to minor events produced perceptions of more contributing causes than mild emotional expressions and emotional reactions to major events. Distinctions between positive and negative emotions are discussed, and the implications of the data for interpersonal relationships are considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f73849d2cccda5c2ffd8fabfcb7ff2d7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471743,"asset_id":17370055,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471743/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370055"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370055"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370055; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370055]").text(description); $(".js-view-count[data-work-id=17370055]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370055; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370055']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f73849d2cccda5c2ffd8fabfcb7ff2d7" } } $('.js-work-strip[data-work-id=17370055]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370055,"title":"Inferences about the Causes of Positive and Negative Emotions","translated_title":"","metadata":{"abstract":"Three experiments examined inferences about the presence of additional causes (multiple causality) when the emotions evoked by an event were either positive or negative. There were also variations in the intensity of the emotional experience, the magnitude of the eliciting event, the direction of the emotion (toward the se4f or another), and the person experiencing the event (self vs. other). It was found that when an event was major, positive emotions were more likely than negative emotions to generate inferences of additional situational and mood contributions (multiple causality). Conversely, dispositions were more likely to be inferred as an additional cause of negative than positive emotions. Further intense emotional reactions and reactions to minor events produced perceptions of more contributing causes than mild emotional expressions and emotional reactions to major events. Distinctions between positive and negative emotions are discussed, and the implications of the data for interpersonal relationships are considered.","ai_title_tag":"Causes of Positive and Negative Emotions","journal_name":"Personality and Social Psychology Bulletin, Vol. 18, No. 5, pp. 603-615","publication_date":{"day":null,"month":10,"year":1992,"errors":{}}},"translated_abstract":"Three experiments examined inferences about the presence of additional causes (multiple causality) when the emotions evoked by an event were either positive or negative. There were also variations in the intensity of the emotional experience, the magnitude of the eliciting event, the direction of the emotion (toward the se4f or another), and the person experiencing the event (self vs. other). It was found that when an event was major, positive emotions were more likely than negative emotions to generate inferences of additional situational and mood contributions (multiple causality). Conversely, dispositions were more likely to be inferred as an additional cause of negative than positive emotions. Further intense emotional reactions and reactions to minor events produced perceptions of more contributing causes than mild emotional expressions and emotional reactions to major events. Distinctions between positive and negative emotions are discussed, and the implications of the data for interpersonal relationships are considered.","internal_url":"https://www.academia.edu/17370055/Inferences_about_the_Causes_of_Positive_and_Negative_Emotions","translated_internal_url":"","created_at":"2015-10-27T15:00:18.552-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471743,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471743/thumbnails/1.jpg","file_name":"Inferences_about_the_Causes_of_Positive_20151027-28479-bosae2.pdf","download_url":"https://www.academia.edu/attachments/39471743/download_file","bulk_download_file_name":"Inferences_about_the_Causes_of_Positive.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471743/Inferences_about_the_Causes_of_Positive_20151027-28479-bosae2-libre.pdf?1445986096=\u0026response-content-disposition=attachment%3B+filename%3DInferences_about_the_Causes_of_Positive.pdf\u0026Expires=1743549637\u0026Signature=dFq6x1TWpgPx7rfvGrraVIyt~j7sFIgaWpGQ5MU9Lkg1S0fG02GBjwihTC1QBHW3XAbba8jDHA0iYle7jmsENWrGntftQQG2YSh~2GfyjTKqcOgTSl4VP1B2gVE~itu1H2lohJJYl1J0DwikRlNZY1kI7Ez8hGe40Ps4qoGiTSik2Gs2KCcacFY4XZlV3JOfT8mWenwB-EH99jv7Lk1Re9RAHZvLgLg~hpiOHpNR7JpjGg193657Hg66JKU7JCF3fxzKpPsS2Cn~xnoGDGwVU325vO2is-IPcqis65F6MZCuA3dUnykK5Go-wUiNmt8ixqREMiPHyqapbeQxZmDcrw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Inferences_about_the_Causes_of_Positive_and_Negative_Emotions","translated_slug":"","page_count":13,"language":"en","content_type":"Work","summary":"Three experiments examined inferences about the presence of additional causes (multiple causality) when the emotions evoked by an event were either positive or negative. There were also variations in the intensity of the emotional experience, the magnitude of the eliciting event, the direction of the emotion (toward the se4f or another), and the person experiencing the event (self vs. other). It was found that when an event was major, positive emotions were more likely than negative emotions to generate inferences of additional situational and mood contributions (multiple causality). Conversely, dispositions were more likely to be inferred as an additional cause of negative than positive emotions. Further intense emotional reactions and reactions to minor events produced perceptions of more contributing causes than mild emotional expressions and emotional reactions to major events. Distinctions between positive and negative emotions are discussed, and the implications of the data for interpersonal relationships are considered.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471743,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471743/thumbnails/1.jpg","file_name":"Inferences_about_the_Causes_of_Positive_20151027-28479-bosae2.pdf","download_url":"https://www.academia.edu/attachments/39471743/download_file","bulk_download_file_name":"Inferences_about_the_Causes_of_Positive.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471743/Inferences_about_the_Causes_of_Positive_20151027-28479-bosae2-libre.pdf?1445986096=\u0026response-content-disposition=attachment%3B+filename%3DInferences_about_the_Causes_of_Positive.pdf\u0026Expires=1743549637\u0026Signature=dFq6x1TWpgPx7rfvGrraVIyt~j7sFIgaWpGQ5MU9Lkg1S0fG02GBjwihTC1QBHW3XAbba8jDHA0iYle7jmsENWrGntftQQG2YSh~2GfyjTKqcOgTSl4VP1B2gVE~itu1H2lohJJYl1J0DwikRlNZY1kI7Ez8hGe40Ps4qoGiTSik2Gs2KCcacFY4XZlV3JOfT8mWenwB-EH99jv7Lk1Re9RAHZvLgLg~hpiOHpNR7JpjGg193657Hg66JKU7JCF3fxzKpPsS2Cn~xnoGDGwVU325vO2is-IPcqis65F6MZCuA3dUnykK5Go-wUiNmt8ixqREMiPHyqapbeQxZmDcrw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370055-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370056"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370056/The_Goals_of_Excuses_and_Communication_Strategies_Related_to_Causal_Perceptions"><img alt="Research paper thumbnail of The Goals of Excuses and Communication Strategies Related to Causal Perceptions" class="work-thumbnail" src="https://attachments.academia-assets.com/39471754/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370056/The_Goals_of_Excuses_and_Communication_Strategies_Related_to_Causal_Perceptions">The Goals of Excuses and Communication Strategies Related to Causal Perceptions</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Three investigations described the contents and goals of excuses, focusing on how these goals can...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Three investigations described the contents and goals of excuses, focusing on how these goals can be reached by altering causal perceptions of the recipient of the excuse. It was found that there are three goals of public excuses that can be incorporated within an attributional analysis: to preserve the self-esteem, lessen the anger, and change the expectancies of the receiver of the excuse. These three goals are uniquely linked in attribution theory to three properties of perceived causality: respectively, causal locus, controllability, and stability. Withheld reasons for an event or outcome were internal and controllable (forgetting! negligence and intent), while substantially all communicated excuses were external, uncontrollable, and unstable (e.g., prior commitment, work/study demands). The data suggest that excuse givers follow simple rules when searching for an excuse and that there is a very parsimonious analysis of some excuse-related communications.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370056-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370056-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/41751637/table-1-note-cell-entries-represent-number-of-subjects"><img alt="NOTE: Cell entries represent number of subjects. " class="figure-slide-image" src="https://figures.academia-assets.com/39471754/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/41751628/figure-2-note-cell-entries-denote-the-percentage-of-internal"><img alt="NOTE: Cell entries denote the percentage of internal, controllable, and stable causes. " class="figure-slide-image" src="https://figures.academia-assets.com/39471754/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/41751614/figure-1-note-cell-entries-represent-number-of-subjects-xen"><img alt="NOTE: Cell entries represent number of subjects. Xen Mates, 49 females). Subjects did not report justifica- tions in which an act was associated with a higher posi- live good, nor did they appear to present themselves in @ positive light. Indeed, many personal Teports were quite negative (e.g., “I wanted to g0 to the beach instead of doing my homework,” “I wanted to see some nude dancers,” “I did not want to see my parents.” Thus, there is no evidence that the data are influenced by social desirability or conformity to some “experimental de- mand,” although these possibilities cannot be defini- tively ruled out. " class="figure-slide-image" src="https://figures.academia-assets.com/39471754/figure_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370056-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c60d1e05d84fe5ace0a90ff0fc0c7ef2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471754,"asset_id":17370056,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471754/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370056"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370056"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370056; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370056]").text(description); $(".js-view-count[data-work-id=17370056]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370056; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370056']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c60d1e05d84fe5ace0a90ff0fc0c7ef2" } } $('.js-work-strip[data-work-id=17370056]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370056,"title":"The Goals of Excuses and Communication Strategies Related to Causal Perceptions","translated_title":"","metadata":{"abstract":"Three investigations described the contents and goals of excuses, focusing on how these goals can be reached by altering causal perceptions of the recipient of the excuse. It was found that there are three goals of public excuses that can be incorporated within an attributional analysis: to preserve the self-esteem, lessen the anger, and change the expectancies of the receiver of the excuse. These three goals are uniquely linked in attribution theory to three properties of perceived causality: respectively, causal locus, controllability, and stability. Withheld reasons for an event or outcome were internal and controllable (forgetting! negligence and intent), while substantially all communicated excuses were external, uncontrollable, and unstable (e.g., prior commitment, work/study demands). The data suggest that excuse givers follow simple rules when searching for an excuse and that there is a very parsimonious analysis of some excuse-related communications.","ai_title_tag":"Excuses: Goals and Causal Perceptions in Communication","journal_name":"Personality and Social Psychology Bulletin, Vol. 17, No. 1, pp. 4-13","publication_date":{"day":null,"month":2,"year":1991,"errors":{}}},"translated_abstract":"Three investigations described the contents and goals of excuses, focusing on how these goals can be reached by altering causal perceptions of the recipient of the excuse. It was found that there are three goals of public excuses that can be incorporated within an attributional analysis: to preserve the self-esteem, lessen the anger, and change the expectancies of the receiver of the excuse. These three goals are uniquely linked in attribution theory to three properties of perceived causality: respectively, causal locus, controllability, and stability. Withheld reasons for an event or outcome were internal and controllable (forgetting! negligence and intent), while substantially all communicated excuses were external, uncontrollable, and unstable (e.g., prior commitment, work/study demands). The data suggest that excuse givers follow simple rules when searching for an excuse and that there is a very parsimonious analysis of some excuse-related communications.","internal_url":"https://www.academia.edu/17370056/The_Goals_of_Excuses_and_Communication_Strategies_Related_to_Causal_Perceptions","translated_internal_url":"","created_at":"2015-10-27T15:00:19.137-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471754,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471754/thumbnails/1.jpg","file_name":"The_Goals_of_Excuses_and_Communication_S20151027-2318-xxqxna.pdf","download_url":"https://www.academia.edu/attachments/39471754/download_file","bulk_download_file_name":"The_Goals_of_Excuses_and_Communication_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471754/The_Goals_of_Excuses_and_Communication_S20151027-2318-xxqxna-libre.pdf?1445986095=\u0026response-content-disposition=attachment%3B+filename%3DThe_Goals_of_Excuses_and_Communication_S.pdf\u0026Expires=1743457393\u0026Signature=O1rC-A~RcZ5Zf~a8cKphjANv~A-UZPhA1WhRTPsptPKxa1dc4NeGTrKWTndMTP7TGZ53wAukULPf8Pe6nitixbFPcQZcnKLzSbSGcw~xBiVA8y1POKgyj~U-RQyNWp56Hs-xbND2IHEtOg~xioAE4W8CJ2jAJ9kvAkEv0zPYDnVr5cVA2I4-dMMMzLPprrFBXbT4CuaG1ode7Fnf5n35hcMG86rUYeZuzmHEJkb9fcJxqAnIoR-jiqIZeePBBFXBU~lMpIHT57Uqju069FAnE63C7Thpd2tV7ydUhpVUJeEgTxtdhm40MVryBsA24ZCZukSejsyKdvsYZUyoHlJxVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Goals_of_Excuses_and_Communication_Strategies_Related_to_Causal_Perceptions","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"Three investigations described the contents and goals of excuses, focusing on how these goals can be reached by altering causal perceptions of the recipient of the excuse. It was found that there are three goals of public excuses that can be incorporated within an attributional analysis: to preserve the self-esteem, lessen the anger, and change the expectancies of the receiver of the excuse. These three goals are uniquely linked in attribution theory to three properties of perceived causality: respectively, causal locus, controllability, and stability. Withheld reasons for an event or outcome were internal and controllable (forgetting! negligence and intent), while substantially all communicated excuses were external, uncontrollable, and unstable (e.g., prior commitment, work/study demands). The data suggest that excuse givers follow simple rules when searching for an excuse and that there is a very parsimonious analysis of some excuse-related communications.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471754,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471754/thumbnails/1.jpg","file_name":"The_Goals_of_Excuses_and_Communication_S20151027-2318-xxqxna.pdf","download_url":"https://www.academia.edu/attachments/39471754/download_file","bulk_download_file_name":"The_Goals_of_Excuses_and_Communication_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471754/The_Goals_of_Excuses_and_Communication_S20151027-2318-xxqxna-libre.pdf?1445986095=\u0026response-content-disposition=attachment%3B+filename%3DThe_Goals_of_Excuses_and_Communication_S.pdf\u0026Expires=1743457393\u0026Signature=O1rC-A~RcZ5Zf~a8cKphjANv~A-UZPhA1WhRTPsptPKxa1dc4NeGTrKWTndMTP7TGZ53wAukULPf8Pe6nitixbFPcQZcnKLzSbSGcw~xBiVA8y1POKgyj~U-RQyNWp56Hs-xbND2IHEtOg~xioAE4W8CJ2jAJ9kvAkEv0zPYDnVr5cVA2I4-dMMMzLPprrFBXbT4CuaG1ode7Fnf5n35hcMG86rUYeZuzmHEJkb9fcJxqAnIoR-jiqIZeePBBFXBU~lMpIHT57Uqju069FAnE63C7Thpd2tV7ydUhpVUJeEgTxtdhm40MVryBsA24ZCZukSejsyKdvsYZUyoHlJxVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370056-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4318411" id="1980s"><div class="js-work-strip profile--work_container" data-work-id="17370177"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370177/%E5%BC%B5%E6%B0%8F%E5%BF%83%E7%90%86%E5%AD%B8%E8%BE%AD%E5%85%B8_%E5%BF%83%E7%90%86%E5%AD%B8_%E7%9A%84%E5%AE%9A%E7%BE%A9_%E6%98%AF%E6%8E%A2%E8%A8%8E%E4%BA%BA%E9%A1%9E%E8%88%87%E5%8B%95%E7%89%A9%E8%A1%8C%E7%82%BA%E7%9A%84%E7%A7%91%E5%AD%B8_%E5%85%B6%E7%9B%AE%E7%9A%84%E5%9C%A8%E7%B6%93%E7%94%B1%E7%A7%91%E5%AD%B8%E6%96%B9%E6%B3%95_%E5%B0%8D%E4%BA%BA%E9%A1%9E%E8%88%87%E5%8B%95%E7%89%A9%E8%A1%8C%E7%82%BA%E9%80%B2%E8%A1%8C%E7%9E%AD%E8%A7%A3_%E9%A0%90%E6%B8%AC_%E7%8D%B2%E5%BE%97%E5%8E%9F%E7%90%86%E5%8E%9F%E5%89%87_%E5%BE%9E%E8%80%8C%E8%A7%A3%E6%B1%BA%E6%9C%89%E9%97%9C%E5%95%8F%E9%A1%8C%E4%B8%A6%E5%BB%BA%E6%A7%8B%E7%B3%BB%E7%B5%B1%E7%9A%84%E7%90%86%E8%AB%96_%E5%BC%B5%E6%98%A5%E8%88%88_1989_%E9%A0%81_521_"><img alt="Research paper thumbnail of 張氏心理學辭典 [心理學] 的定義" 是探討人類與動物行為的科學; 其目的在經由科學方法, 對人類與動物行為進行瞭解, 預測, 獲得原理原則, 從而解決有關問題並建構系統的理論"﹝ 張春興, 1989, 頁 521﹞" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">張氏心理學辭典 [心理學] 的定義" 是探討人類與動物行為的科學; 其目的在經由科學方法, 對人類與動物行為進行瞭解, 預測, 獲得原理原則, 從而解決有關問題並建構系統的理論"﹝ 張春興, 1989, 頁 521﹞</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370177"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370177"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370177; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370177]").text(description); $(".js-view-count[data-work-id=17370177]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370177; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370177']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370177]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370177,"title":"張氏心理學辭典 [心理學] 的定義\" 是探討人類與動物行為的科學; 其目的在經由科學方法, 對人類與動物行為進行瞭解, 預測, 獲得原理原則, 從而解決有關問題並建構系統的理論\"﹝ 張春興, 1989, 頁 521﹞","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370177/%E5%BC%B5%E6%B0%8F%E5%BF%83%E7%90%86%E5%AD%B8%E8%BE%AD%E5%85%B8_%E5%BF%83%E7%90%86%E5%AD%B8_%E7%9A%84%E5%AE%9A%E7%BE%A9_%E6%98%AF%E6%8E%A2%E8%A8%8E%E4%BA%BA%E9%A1%9E%E8%88%87%E5%8B%95%E7%89%A9%E8%A1%8C%E7%82%BA%E7%9A%84%E7%A7%91%E5%AD%B8_%E5%85%B6%E7%9B%AE%E7%9A%84%E5%9C%A8%E7%B6%93%E7%94%B1%E7%A7%91%E5%AD%B8%E6%96%B9%E6%B3%95_%E5%B0%8D%E4%BA%BA%E9%A1%9E%E8%88%87%E5%8B%95%E7%89%A9%E8%A1%8C%E7%82%BA%E9%80%B2%E8%A1%8C%E7%9E%AD%E8%A7%A3_%E9%A0%90%E6%B8%AC_%E7%8D%B2%E5%BE%97%E5%8E%9F%E7%90%86%E5%8E%9F%E5%89%87_%E5%BE%9E%E8%80%8C%E8%A7%A3%E6%B1%BA%E6%9C%89%E9%97%9C%E5%95%8F%E9%A1%8C%E4%B8%A6%E5%BB%BA%E6%A7%8B%E7%B3%BB%E7%B5%B1%E7%9A%84%E7%90%86%E8%AB%96_%E5%BC%B5%E6%98%A5%E8%88%88_1989_%E9%A0%81_521_","translated_internal_url":"","created_at":"2015-10-27T15:00:41.071-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"張氏心理學辭典_心理學_的定義_是探討人類與動物行為的科學_其目的在經由科學方法_對人類與動物行為進行瞭解_預測_獲得原理原則_從而解決有關問題並建構系統的理論_張春興_1989_頁_521_","translated_slug":"","page_count":null,"language":"zh-TW","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370177-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369954"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369954/On_emotion_and_motivation_From_the_notebooks_of_Fritz_Heider"><img alt="Research paper thumbnail of On emotion and motivation: From the notebooks of Fritz Heider" class="work-thumbnail" src="https://attachments.academia-assets.com/39848314/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369954/On_emotion_and_motivation_From_the_notebooks_of_Fritz_Heider">On emotion and motivation: From the notebooks of Fritz Heider</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A sampling from Heider's notebooks includes the concepts of action, attribution, balance, cogniti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A sampling from Heider's notebooks includes the concepts of action, attribution, balance, cognition, context, emotion, groups, history of science, intent, interaction, motivation, "ought," perception, "naive psychology," the self, unit, and values. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369954-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369954-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13713961/table-1-on-emotion-and-motivation-from-the-notebooks-of"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848314/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13713970/table-2-on-emotion-and-motivation-from-the-notebooks-of"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848314/table_002.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369954-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="13e241aca5f150a38c34eb4af5b99afb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39848314,"asset_id":17369954,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39848314/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369954"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369954"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369954; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369954]").text(description); $(".js-view-count[data-work-id=17369954]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369954; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369954']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "13e241aca5f150a38c34eb4af5b99afb" } } $('.js-work-strip[data-work-id=17369954]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369954,"title":"On emotion and motivation: From the notebooks of Fritz Heider","translated_title":"","metadata":{"abstract":"A sampling from Heider's notebooks includes the concepts of action, attribution, balance, cognition, context, emotion, groups, history of science, intent, interaction, motivation, \"ought,\" perception, \"naive psychology,\" the self, unit, and values. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Heider's Notebooks on Emotion and Motivation Concepts","journal_name":"American Psychologist, Vol. 37, No. 8, pp. 887-895","publication_date":{"day":null,"month":7,"year":1982,"errors":{}}},"translated_abstract":"A sampling from Heider's notebooks includes the concepts of action, attribution, balance, cognition, context, emotion, groups, history of science, intent, interaction, motivation, \"ought,\" perception, \"naive psychology,\" the self, unit, and values. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369954/On_emotion_and_motivation_From_the_notebooks_of_Fritz_Heider","translated_internal_url":"","created_at":"2015-10-27T14:59:49.518-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39848314,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39848314/thumbnails/1.jpg","file_name":"1982_-_On_Emotion_and_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39848314/download_file","bulk_download_file_name":"On_emotion_and_motivation_From_the_noteb.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39848314/1982_-_On_Emotion_and_Motivation-libre.pdf?1447118985=\u0026response-content-disposition=attachment%3B+filename%3DOn_emotion_and_motivation_From_the_noteb.pdf\u0026Expires=1743457393\u0026Signature=VYoRBhUEf4fOAdXLVIZ7dvTw~gNl2riHLwnW4icbhZ9rJko-c8idqH8iFgTV8-q9NRKKUd5HBwfc4HvvcPULbsc~4SR6pxo2Qgg6g2kohIfGMuyCzLLtukgP2RLhkXbcxBc50U2dsySpuDcmt9eGC9JnlX-4TMxpEDXeesyZnc9PjIQWPRyxXa-Q-Gp3OK8FYo6L1EOsrjttMBNMGbal~EXl~GKR0PDGYdEjZ6Jk9nlHkXRGC-y1Mrq~XoR9NgN0-4YBiiOzWSUGm0D-LWHfVpgMMwgHsDtmoM0USICC~rCHLATCiCuClhFVWzWNnRt6nxVYTvw9XRO~aR2IlCE~nw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"On_emotion_and_motivation_From_the_notebooks_of_Fritz_Heider","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"A sampling from Heider's notebooks includes the concepts of action, attribution, balance, cognition, context, emotion, groups, history of science, intent, interaction, motivation, \"ought,\" perception, \"naive psychology,\" the self, unit, and values. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39848314,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39848314/thumbnails/1.jpg","file_name":"1982_-_On_Emotion_and_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39848314/download_file","bulk_download_file_name":"On_emotion_and_motivation_From_the_noteb.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39848314/1982_-_On_Emotion_and_Motivation-libre.pdf?1447118985=\u0026response-content-disposition=attachment%3B+filename%3DOn_emotion_and_motivation_From_the_noteb.pdf\u0026Expires=1743457393\u0026Signature=VYoRBhUEf4fOAdXLVIZ7dvTw~gNl2riHLwnW4icbhZ9rJko-c8idqH8iFgTV8-q9NRKKUd5HBwfc4HvvcPULbsc~4SR6pxo2Qgg6g2kohIfGMuyCzLLtukgP2RLhkXbcxBc50U2dsySpuDcmt9eGC9JnlX-4TMxpEDXeesyZnc9PjIQWPRyxXa-Q-Gp3OK8FYo6L1EOsrjttMBNMGbal~EXl~GKR0PDGYdEjZ6Jk9nlHkXRGC-y1Mrq~XoR9NgN0-4YBiiOzWSUGm0D-LWHfVpgMMwgHsDtmoM0USICC~rCHLATCiCuClhFVWzWNnRt6nxVYTvw9XRO~aR2IlCE~nw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369954-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369962"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369962/From_an_Attributional_Theory_of_Emotion_to_Developmental_Psychology_A_Round_Trip_Ticket"><img alt="Research paper thumbnail of From an Attributional Theory of Emotion to Developmental Psychology: A Round-Trip Ticket?" class="work-thumbnail" src="https://attachments.academia-assets.com/39848168/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369962/From_an_Attributional_Theory_of_Emotion_to_Developmental_Psychology_A_Round_Trip_Ticket">From an Attributional Theory of Emotion to Developmental Psychology: A Round-Trip Ticket?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Attribution theory has proved to be a useful conceptual framework for the study of emotional deve...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Attribution theory has proved to be a useful conceptual framework for the study of emotional development. In this paper, we review a program of research on children's developing understanding of emotion from an attributional perspective. A number of prevalent human emotions are examined in this conception, including happiness, sadness, anger, pity, guilt, pride, and gratitude. The implications of a developmental perspective for an “adult” theory of emotion are discussed.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369962-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369962-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/42938539/figure-1-from-an-attributional-theory-of-emotion-to"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848168/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/42938564/figure-2-from-an-attributional-theory-of-emotion-to"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848168/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/42938574/figure-3-from-an-attributional-theory-of-emotion-to"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848168/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/42938585/figure-4-from-an-attributional-theory-of-emotion-to"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848168/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/42938598/table-1-from-an-attributional-theory-of-emotion-to"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848168/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/42938612/table-2-from-an-attributional-theory-of-emotion-to"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848168/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/42938628/table-3-from-an-attributional-theory-of-emotion-to"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848168/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/42938636/table-4-from-an-attributional-theory-of-emotion-to"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39848168/table_004.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369962-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2ebbedb7d54729e778ab9db67c6c2d5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39848168,"asset_id":17369962,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39848168/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369962"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369962"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369962; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369962]").text(description); $(".js-view-count[data-work-id=17369962]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369962; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369962']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2ebbedb7d54729e778ab9db67c6c2d5c" } } $('.js-work-strip[data-work-id=17369962]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369962,"title":"From an Attributional Theory of Emotion to Developmental Psychology: A Round-Trip Ticket?","translated_title":"","metadata":{"abstract":"Attribution theory has proved to be a useful conceptual framework for the study of emotional development. In this paper, we review a program of research on children's developing understanding of emotion from an attributional perspective. A number of prevalent human emotions are examined in this conception, including happiness, sadness, anger, pity, guilt, pride, and gratitude. The implications of a developmental perspective for an “adult” theory of emotion are discussed.","journal_name":"Social Cognition, Vol. 4, No. 2, pp. 152-179","publication_date":{"day":null,"month":6,"year":1986,"errors":{}}},"translated_abstract":"Attribution theory has proved to be a useful conceptual framework for the study of emotional development. In this paper, we review a program of research on children's developing understanding of emotion from an attributional perspective. A number of prevalent human emotions are examined in this conception, including happiness, sadness, anger, pity, guilt, pride, and gratitude. The implications of a developmental perspective for an “adult” theory of emotion are discussed.","internal_url":"https://www.academia.edu/17369962/From_an_Attributional_Theory_of_Emotion_to_Developmental_Psychology_A_Round_Trip_Ticket","translated_internal_url":"","created_at":"2015-10-27T14:59:51.564-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39848168,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39848168/thumbnails/1.jpg","file_name":"1986_-_From_an_Attributional_Theory_of_Emotion.pdf","download_url":"https://www.academia.edu/attachments/39848168/download_file","bulk_download_file_name":"From_an_Attributional_Theory_of_Emotion.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39848168/1986_-_From_an_Attributional_Theory_of_Emotion-libre.pdf?1447118513=\u0026response-content-disposition=attachment%3B+filename%3DFrom_an_Attributional_Theory_of_Emotion.pdf\u0026Expires=1743549637\u0026Signature=D7DUvfynVEYV1Aap~6sMA59zpjqBllN~Pgl0l3ThbFmwOmQnR9LnK9ebitGd9rtpVDKmWk8J0ytpVxrcz9KijKLKiheI6ua32D0DMUF3FMXnbAaUqpQWlTIzrVRF80-CgstsAVIPXhjw4khoreZzon7QLMTupfDcWChr9312BgQ594pmNfp3eoUsvimNVFpUY7SiYmkult4dhQrm4oLIjbAK84iwM49dHSTkyq8ZJtzRQTG1rp1JYf9rHJD22scspIErtdmuNTgHj1yXfVH3POhnq21NUg1yVWS18CnLD1LdocEFkpIM1hZuFcVrSMB4AE5S1FbkznSijEuUvapbVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"From_an_Attributional_Theory_of_Emotion_to_Developmental_Psychology_A_Round_Trip_Ticket","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":"Attribution theory has proved to be a useful conceptual framework for the study of emotional development. In this paper, we review a program of research on children's developing understanding of emotion from an attributional perspective. A number of prevalent human emotions are examined in this conception, including happiness, sadness, anger, pity, guilt, pride, and gratitude. The implications of a developmental perspective for an “adult” theory of emotion are discussed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39848168,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39848168/thumbnails/1.jpg","file_name":"1986_-_From_an_Attributional_Theory_of_Emotion.pdf","download_url":"https://www.academia.edu/attachments/39848168/download_file","bulk_download_file_name":"From_an_Attributional_Theory_of_Emotion.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39848168/1986_-_From_an_Attributional_Theory_of_Emotion-libre.pdf?1447118513=\u0026response-content-disposition=attachment%3B+filename%3DFrom_an_Attributional_Theory_of_Emotion.pdf\u0026Expires=1743549637\u0026Signature=D7DUvfynVEYV1Aap~6sMA59zpjqBllN~Pgl0l3ThbFmwOmQnR9LnK9ebitGd9rtpVDKmWk8J0ytpVxrcz9KijKLKiheI6ua32D0DMUF3FMXnbAaUqpQWlTIzrVRF80-CgstsAVIPXhjw4khoreZzon7QLMTupfDcWChr9312BgQ594pmNfp3eoUsvimNVFpUY7SiYmkult4dhQrm4oLIjbAK84iwM49dHSTkyq8ZJtzRQTG1rp1JYf9rHJD22scspIErtdmuNTgHj1yXfVH3POhnq21NUg1yVWS18CnLD1LdocEFkpIM1hZuFcVrSMB4AE5S1FbkznSijEuUvapbVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369962-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369963"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369963/The_role_of_affect_in_sports_psychology"><img alt="Research paper thumbnail of The role of affect in sports psychology" class="work-thumbnail" src="https://attachments.academia-assets.com/39843601/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369963/The_role_of_affect_in_sports_psychology">The role of affect in sports psychology</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9ecbb453ad2e27f7d9545ec65654541e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39843601,"asset_id":17369963,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39843601/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369963"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369963"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369963; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369963]").text(description); $(".js-view-count[data-work-id=17369963]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369963; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369963']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9ecbb453ad2e27f7d9545ec65654541e" } } $('.js-work-strip[data-work-id=17369963]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369963,"title":"The role of affect in sports psychology","translated_title":"","metadata":{"more_info":"In Roberts, G., \u0026 Landers, D. M. (Eds.), Motor behavior and sports. (pp. 37-48). ","publisher":"Champaign, IL: Human Kinetics.","publication_date":{"day":null,"month":null,"year":1980,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17369963/The_role_of_affect_in_sports_psychology","translated_internal_url":"","created_at":"2015-10-27T14:59:51.786-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39843601,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843601/thumbnails/1.jpg","file_name":"1980_May_-_The_Role_of_Affect_in_Sports_Psychology.pdf","download_url":"https://www.academia.edu/attachments/39843601/download_file","bulk_download_file_name":"The_role_of_affect_in_sports_psychology.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843601/1980_May_-_The_Role_of_Affect_in_Sports_Psychology-libre.pdf?1447105082=\u0026response-content-disposition=attachment%3B+filename%3DThe_role_of_affect_in_sports_psychology.pdf\u0026Expires=1743457393\u0026Signature=Lws4B-s3wrF2KnhiZIYTGXX7d9n6ropk4BfpjrY8sGnaJBdkksRvLq8sIxgPFnC1K0aYnFZxt9YMj~fS3t0zQ9IHWQ06zR3NfXQK2xXcxtHuwxGLj57X~iHv8GLuHsR6Tefgwvsw33za8eugC2mLyjYE43fqXHTMk9Tq1Lo3tIqTa0RagylmZJ-gftAgkuE~XKh1vidM99v8apaZjTABtZ2F74EAYAQ9xl46IJFmH0JOmHqUr8e4qwaELdwmhj50ytccit7qT9uruoBy-7Rv4D-aPXATuRrqz~RIPaE47Ru4B44iwsM7S4c~0CrmHJCLFWQWnUmEpYjKN6K9MRtQbA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_role_of_affect_in_sports_psychology","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39843601,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843601/thumbnails/1.jpg","file_name":"1980_May_-_The_Role_of_Affect_in_Sports_Psychology.pdf","download_url":"https://www.academia.edu/attachments/39843601/download_file","bulk_download_file_name":"The_role_of_affect_in_sports_psychology.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843601/1980_May_-_The_Role_of_Affect_in_Sports_Psychology-libre.pdf?1447105082=\u0026response-content-disposition=attachment%3B+filename%3DThe_role_of_affect_in_sports_psychology.pdf\u0026Expires=1743457393\u0026Signature=Lws4B-s3wrF2KnhiZIYTGXX7d9n6ropk4BfpjrY8sGnaJBdkksRvLq8sIxgPFnC1K0aYnFZxt9YMj~fS3t0zQ9IHWQ06zR3NfXQK2xXcxtHuwxGLj57X~iHv8GLuHsR6Tefgwvsw33za8eugC2mLyjYE43fqXHTMk9Tq1Lo3tIqTa0RagylmZJ-gftAgkuE~XKh1vidM99v8apaZjTABtZ2F74EAYAQ9xl46IJFmH0JOmHqUr8e4qwaELdwmhj50ytccit7qT9uruoBy-7Rv4D-aPXATuRrqz~RIPaE47Ru4B44iwsM7S4c~0CrmHJCLFWQWnUmEpYjKN6K9MRtQbA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369963-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369970"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369970/An_attributional_approach_to_emotional_development"><img alt="Research paper thumbnail of An attributional approach to emotional development" class="work-thumbnail" src="https://attachments.academia-assets.com/45081428/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369970/An_attributional_approach_to_emotional_development">An attributional approach to emotional development</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">6 An attributional approach to emotional development Bernard Weiner and Sandra Graham The underst...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">6 An attributional approach to emotional development Bernard Weiner and Sandra Graham The understanding of this chapter will be facilitated if it is acknowledged at the outset that:(1) we are social psychologists;(2) we are cognitive social psychologists; and (3) we are cognitive ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f3e8d8266add2363b1a5b740a589b62f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45081428,"asset_id":17369970,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45081428/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369970"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369970; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369970]").text(description); $(".js-view-count[data-work-id=17369970]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369970; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369970']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f3e8d8266add2363b1a5b740a589b62f" } } $('.js-work-strip[data-work-id=17369970]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369970,"title":"An attributional approach to emotional development","translated_title":"","metadata":{"abstract":"6 An attributional approach to emotional development Bernard Weiner and Sandra Graham The understanding of this chapter will be facilitated if it is acknowledged at the outset that:(1) we are social psychologists;(2) we are cognitive social psychologists; and (3) we are cognitive ...","more_info":" In Izard, C., Kagan, J., \u0026 Zajonc, R. (Eds.), Emotion, cognition, and behavior. (pp. 167-191). ","publisher":"Cambridge, MA: Harvard University Press.","publication_date":{"day":null,"month":null,"year":1984,"errors":{}}},"translated_abstract":"6 An attributional approach to emotional development Bernard Weiner and Sandra Graham The understanding of this chapter will be facilitated if it is acknowledged at the outset that:(1) we are social psychologists;(2) we are cognitive social psychologists; and (3) we are cognitive ...","internal_url":"https://www.academia.edu/17369970/An_attributional_approach_to_emotional_development","translated_internal_url":"","created_at":"2015-10-27T14:59:54.460-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":45081428,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/45081428/thumbnails/1.jpg","file_name":"An_Attibutional_Approach_to_Emotional_Development.pdf","download_url":"https://www.academia.edu/attachments/45081428/download_file","bulk_download_file_name":"An_attributional_approach_to_emotional_d.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/45081428/An_Attibutional_Approach_to_Emotional_Development-libre.pdf?1461626422=\u0026response-content-disposition=attachment%3B+filename%3DAn_attributional_approach_to_emotional_d.pdf\u0026Expires=1743457393\u0026Signature=HpuNwSOPu4dvyqxNXupoe0UN3UaEs7ccjxoxNTvfBME1ba6ttBZ8ldjn4Gm2NNJJb6snTHbIUXGBdi-88JVYtakRK-3YvRdhzFNjY3d-PyrxeZQXYUMH4qbUlTtNRag3oonba17V0uUcTH6ur9balq-HYS955eHsWBsCd2TJkC8q9Hr-8pluH96bHHBih6gmn~tRnJHs3~A~CQHuG6zyHKAWQbQnMMjBUP7W2JfegN~~XCR4aFFhOF2JOVWHnliqGbdW98iaoWraJ9SXZQanfsNg7YbWC4x2oiP1-7g1G9kpknaNxoubxQslM0td~O-iZqT9i~-0JaqoTDteCMiY7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_attributional_approach_to_emotional_development","translated_slug":"","page_count":25,"language":"en","content_type":"Work","summary":"6 An attributional approach to emotional development Bernard Weiner and Sandra Graham The understanding of this chapter will be facilitated if it is acknowledged at the outset that:(1) we are social psychologists;(2) we are cognitive social psychologists; and (3) we are cognitive ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":45081428,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/45081428/thumbnails/1.jpg","file_name":"An_Attibutional_Approach_to_Emotional_Development.pdf","download_url":"https://www.academia.edu/attachments/45081428/download_file","bulk_download_file_name":"An_attributional_approach_to_emotional_d.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/45081428/An_Attibutional_Approach_to_Emotional_Development-libre.pdf?1461626422=\u0026response-content-disposition=attachment%3B+filename%3DAn_attributional_approach_to_emotional_d.pdf\u0026Expires=1743457393\u0026Signature=HpuNwSOPu4dvyqxNXupoe0UN3UaEs7ccjxoxNTvfBME1ba6ttBZ8ldjn4Gm2NNJJb6snTHbIUXGBdi-88JVYtakRK-3YvRdhzFNjY3d-PyrxeZQXYUMH4qbUlTtNRag3oonba17V0uUcTH6ur9balq-HYS955eHsWBsCd2TJkC8q9Hr-8pluH96bHHBih6gmn~tRnJHs3~A~CQHuG6zyHKAWQbQnMMjBUP7W2JfegN~~XCR4aFFhOF2JOVWHnliqGbdW98iaoWraJ9SXZQanfsNg7YbWC4x2oiP1-7g1G9kpknaNxoubxQslM0td~O-iZqT9i~-0JaqoTDteCMiY7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369970-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369971"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369971/Attribution_theory_and_attributional_therapy_Some_theoretical_observations_and_suggestions"><img alt="Research paper thumbnail of Attribution theory and attributional therapy: Some theoretical observations and suggestions" class="work-thumbnail" src="https://attachments.academia-assets.com/39838909/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369971/Attribution_theory_and_attributional_therapy_Some_theoretical_observations_and_suggestions">Attribution theory and attributional therapy: Some theoretical observations and suggestions</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Two shortcomings of attributional therapy and therapy-related research are pointed out. First, cr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Two shortcomings of attributional therapy and therapy-related research are pointed out. First, crucial comparisons between attributional inductions are not being made, so that the variables mediating change remain uncertain and, secondly, the full theory is not being used, thereby greatly limiting the possible change programmes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d1247d3cda9424c1a34ada27df054cc1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39838909,"asset_id":17369971,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39838909/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369971"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369971"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369971; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369971]").text(description); $(".js-view-count[data-work-id=17369971]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369971; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369971']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d1247d3cda9424c1a34ada27df054cc1" } } $('.js-work-strip[data-work-id=17369971]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369971,"title":"Attribution theory and attributional therapy: Some theoretical observations and suggestions","translated_title":"","metadata":{"abstract":"Two shortcomings of attributional therapy and therapy-related research are pointed out. First, crucial comparisons between attributional inductions are not being made, so that the variables mediating change remain uncertain and, secondly, the full theory is not being used, thereby greatly limiting the possible change programmes.","journal_name":"British Journal of Clinical Psychology, Vol. 27, No. 1, pp. 93-104","publication_date":{"day":null,"month":2,"year":1988,"errors":{}}},"translated_abstract":"Two shortcomings of attributional therapy and therapy-related research are pointed out. First, crucial comparisons between attributional inductions are not being made, so that the variables mediating change remain uncertain and, secondly, the full theory is not being used, thereby greatly limiting the possible change programmes.","internal_url":"https://www.academia.edu/17369971/Attribution_theory_and_attributional_therapy_Some_theoretical_observations_and_suggestions","translated_internal_url":"","created_at":"2015-10-27T14:59:54.744-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39838909,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838909/thumbnails/1.jpg","file_name":"1988_-_Attribution_theory_and_attributional_therapy.pdf","download_url":"https://www.academia.edu/attachments/39838909/download_file","bulk_download_file_name":"Attribution_theory_and_attributional_the.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838909/1988_-_Attribution_theory_and_attributional_therapy-libre.pdf?1447094539=\u0026response-content-disposition=attachment%3B+filename%3DAttribution_theory_and_attributional_the.pdf\u0026Expires=1743457393\u0026Signature=ChthXFabiQ0CyADoq0mmfDt4uLd53KjiNbSjDS3SH~ZL7svbWFjaBITViQ-N6aWdJ9Nc7~JcTzXXFePxn1sIZ6M6ltIfcb69aWgdNctlxVasU7MFS0oBsUaN6oX1hKEavg-n~fdvoHeVFBVMdCxUlGpz22~9IrcF1q6Vn2xPLhDb7KygCwxEyXYgJHUECuMdxFUHFdLXJrChW0WAYPYeIuhjtw4QOFo08QgESmvzBHhHqQT8a4DEsanZK80JV~KymvLjz2hgnTEL-FzeCMpTCRyZ~szlCIGpEQgTz5UXPnbOIvNIFkWtrCEUzw2UMdhQwK08kaj4sdiWeH6lUGJDPA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Attribution_theory_and_attributional_therapy_Some_theoretical_observations_and_suggestions","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"Two shortcomings of attributional therapy and therapy-related research are pointed out. First, crucial comparisons between attributional inductions are not being made, so that the variables mediating change remain uncertain and, secondly, the full theory is not being used, thereby greatly limiting the possible change programmes.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39838909,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838909/thumbnails/1.jpg","file_name":"1988_-_Attribution_theory_and_attributional_therapy.pdf","download_url":"https://www.academia.edu/attachments/39838909/download_file","bulk_download_file_name":"Attribution_theory_and_attributional_the.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838909/1988_-_Attribution_theory_and_attributional_therapy-libre.pdf?1447094539=\u0026response-content-disposition=attachment%3B+filename%3DAttribution_theory_and_attributional_the.pdf\u0026Expires=1743457393\u0026Signature=ChthXFabiQ0CyADoq0mmfDt4uLd53KjiNbSjDS3SH~ZL7svbWFjaBITViQ-N6aWdJ9Nc7~JcTzXXFePxn1sIZ6M6ltIfcb69aWgdNctlxVasU7MFS0oBsUaN6oX1hKEavg-n~fdvoHeVFBVMdCxUlGpz22~9IrcF1q6Vn2xPLhDb7KygCwxEyXYgJHUECuMdxFUHFdLXJrChW0WAYPYeIuhjtw4QOFo08QgESmvzBHhHqQT8a4DEsanZK80JV~KymvLjz2hgnTEL-FzeCMpTCRyZ~szlCIGpEQgTz5UXPnbOIvNIFkWtrCEUzw2UMdhQwK08kaj4sdiWeH6lUGJDPA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2240,"name":"Psychotherapy","url":"https://www.academia.edu/Documents/in/Psychotherapy"},{"id":95411,"name":"Personality Development","url":"https://www.academia.edu/Documents/in/Personality_Development"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":321147,"name":"Self Concept","url":"https://www.academia.edu/Documents/in/Self_Concept"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369971-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369973"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369973/Understanding_the_Motivational_Role_of_Affect_Life_span_Research_from_an_Attributional_Perspective"><img alt="Research paper thumbnail of Understanding the Motivational Role of Affect: Life-span Research from an Attributional Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/42264966/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369973/Understanding_the_Motivational_Role_of_Affect_Life_span_Research_from_an_Attributional_Perspective">Understanding the Motivational Role of Affect: Life-span Research from an Attributional Perspective</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A subset of emotions that includes pride, gratitude, guilt, anger, and sympathy are elicited by s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A subset of emotions that includes pride, gratitude, guilt, anger, and sympathy are elicited by specific causal ascriptions. In addition, these emotions give rise to distinct behaviours. In this article, two experiments were discussed that examine the attributional antecedents and the behavioural consequences of the five affects listed above. The research participants ranged in age from 5 to 95, so that changes throughout the life span could be examined. Systematic associations as well as developmental trends were found. The picture of the elderly that emerged was one of kindness and altriuism: Pity and helping increased throughout the life span, whereas anger decreased. In addition, relations between attributions, emotions, and judged behaviour did not decrease among the very elderly.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9b99b0d0f4261894f3150f0b6d838a8d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42264966,"asset_id":17369973,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42264966/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369973"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369973"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369973; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369973]").text(description); $(".js-view-count[data-work-id=17369973]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369973; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369973']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9b99b0d0f4261894f3150f0b6d838a8d" } } $('.js-work-strip[data-work-id=17369973]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369973,"title":"Understanding the Motivational Role of Affect: Life-span Research from an Attributional Perspective","translated_title":"","metadata":{"abstract":"A subset of emotions that includes pride, gratitude, guilt, anger, and sympathy are elicited by specific causal ascriptions. In addition, these emotions give rise to distinct behaviours. In this article, two experiments were discussed that examine the attributional antecedents and the behavioural consequences of the five affects listed above. The research participants ranged in age from 5 to 95, so that changes throughout the life span could be examined. Systematic associations as well as developmental trends were found. The picture of the elderly that emerged was one of kindness and altriuism: Pity and helping increased throughout the life span, whereas anger decreased. In addition, relations between attributions, emotions, and judged behaviour did not decrease among the very elderly.","journal_name":"Cognition and Emotion, Vol. 3, No. 4, pp. 401-419. ","publication_date":{"day":null,"month":10,"year":1989,"errors":{}}},"translated_abstract":"A subset of emotions that includes pride, gratitude, guilt, anger, and sympathy are elicited by specific causal ascriptions. In addition, these emotions give rise to distinct behaviours. In this article, two experiments were discussed that examine the attributional antecedents and the behavioural consequences of the five affects listed above. The research participants ranged in age from 5 to 95, so that changes throughout the life span could be examined. Systematic associations as well as developmental trends were found. The picture of the elderly that emerged was one of kindness and altriuism: Pity and helping increased throughout the life span, whereas anger decreased. In addition, relations between attributions, emotions, and judged behaviour did not decrease among the very elderly.","internal_url":"https://www.academia.edu/17369973/Understanding_the_Motivational_Role_of_Affect_Life_span_Research_from_an_Attributional_Perspective","translated_internal_url":"","created_at":"2015-10-27T14:59:56.592-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":42264966,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264966/thumbnails/1.jpg","file_name":"Understanding_the_Motivational_Role_of_A20160206-9434-hp8dg2.pdf","download_url":"https://www.academia.edu/attachments/42264966/download_file","bulk_download_file_name":"Understanding_the_Motivational_Role_of_A.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264966/Understanding_the_Motivational_Role_of_A20160206-9434-hp8dg2-libre.pdf?1454827737=\u0026response-content-disposition=attachment%3B+filename%3DUnderstanding_the_Motivational_Role_of_A.pdf\u0026Expires=1743457393\u0026Signature=R4tgeG8YUwOOGSMj7KMqBn5YA~QanZzTjd88zk10LcZ5sgMmgXnDc4SYN1mEnfKFV0ksfayulerFSD-iCZYrebkJPnTvO6BgMGRWGdST9wOuibsz-CsTjtLkx9oZqrg3ffcIwPQJZDUXe67DbBNRmFoQSOspIKveaw-Bt4JiWmiNpPX67rJ5Vj9JUfR6INQ4mm3dXsbWz9tv75gMnMpwQtULZnhjnqi3y-m8s7jYwE-jlhJuP8J2xt4lodRevmg88Kn4NO1PXu8QDqy5z-A2Oa8FFdKelncV978XbIHmYnJuGD3RUQXhJKIeX0xrcpsvmWPzEqGWdkO~e7gq9OzzUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Understanding_the_Motivational_Role_of_Affect_Life_span_Research_from_an_Attributional_Perspective","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"A subset of emotions that includes pride, gratitude, guilt, anger, and sympathy are elicited by specific causal ascriptions. In addition, these emotions give rise to distinct behaviours. In this article, two experiments were discussed that examine the attributional antecedents and the behavioural consequences of the five affects listed above. The research participants ranged in age from 5 to 95, so that changes throughout the life span could be examined. Systematic associations as well as developmental trends were found. The picture of the elderly that emerged was one of kindness and altriuism: Pity and helping increased throughout the life span, whereas anger decreased. In addition, relations between attributions, emotions, and judged behaviour did not decrease among the very elderly.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":42264966,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264966/thumbnails/1.jpg","file_name":"Understanding_the_Motivational_Role_of_A20160206-9434-hp8dg2.pdf","download_url":"https://www.academia.edu/attachments/42264966/download_file","bulk_download_file_name":"Understanding_the_Motivational_Role_of_A.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264966/Understanding_the_Motivational_Role_of_A20160206-9434-hp8dg2-libre.pdf?1454827737=\u0026response-content-disposition=attachment%3B+filename%3DUnderstanding_the_Motivational_Role_of_A.pdf\u0026Expires=1743457393\u0026Signature=R4tgeG8YUwOOGSMj7KMqBn5YA~QanZzTjd88zk10LcZ5sgMmgXnDc4SYN1mEnfKFV0ksfayulerFSD-iCZYrebkJPnTvO6BgMGRWGdST9wOuibsz-CsTjtLkx9oZqrg3ffcIwPQJZDUXe67DbBNRmFoQSOspIKveaw-Bt4JiWmiNpPX67rJ5Vj9JUfR6INQ4mm3dXsbWz9tv75gMnMpwQtULZnhjnqi3y-m8s7jYwE-jlhJuP8J2xt4lodRevmg88Kn4NO1PXu8QDqy5z-A2Oa8FFdKelncV978XbIHmYnJuGD3RUQXhJKIeX0xrcpsvmWPzEqGWdkO~e7gq9OzzUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":38678,"name":"Cognition and Emotion","url":"https://www.academia.edu/Documents/in/Cognition_and_Emotion"}],"urls":[{"id":6489899,"url":"https://www.researchgate.net/profile/Bernard_Weiner/publication/247497207_Understanding_the_Motivational_Role_of_Affect_Life-span_Research_from_an_Attributional_Perspective/links/54e682270cf2cd2e028f668f.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369973-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369975"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369975/Perceptions_of_controllability_and_anticipated_anger"><img alt="Research paper thumbnail of Perceptions of controllability and anticipated anger" class="work-thumbnail" src="https://attachments.academia-assets.com/39840125/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369975/Perceptions_of_controllability_and_anticipated_anger">Perceptions of controllability and anticipated anger</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://huji.academia.edu/NuritYirmiya">Nurit Yirmiya</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The relation between perceived controllability for breaking a social contract and anger was inves...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The relation between perceived controllability for breaking a social contract and anger was investigated within a role-playing paradigm. Ninety children representing three age groups (M = 5.1,7.3, and 9.8) participated. The children were asked to provide causes for why a social engagement was not kept, and then to rate these causes as well as a standard set of six others on perceived controllability and anticipated anger reactions. All three age groups perceived the controllable causes as more associated with anger than the uncontrollable causes, although a developmental trend documenting this cognition-emotion relation was also displayed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="89b08ae7a38b317ede530e7e6db2c5da" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39840125,"asset_id":17369975,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39840125/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369975"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369975"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369975; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369975]").text(description); $(".js-view-count[data-work-id=17369975]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369975; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369975']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "89b08ae7a38b317ede530e7e6db2c5da" } } $('.js-work-strip[data-work-id=17369975]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369975,"title":"Perceptions of controllability and anticipated anger","translated_title":"","metadata":{"abstract":"The relation between perceived controllability for breaking a social contract and anger was investigated within a role-playing paradigm. Ninety children representing three age groups (M = 5.1,7.3, and 9.8) participated. The children were asked to provide causes for why a social engagement was not kept, and then to rate these causes as well as a standard set of six others on perceived controllability and anticipated anger reactions. All three age groups perceived the controllable causes as more associated with anger than the uncontrollable causes, although a developmental trend documenting this cognition-emotion relation was also displayed.","journal_name":"Cognitive Development, Vol. 1, No. 3, pp. 273-280","publication_date":{"day":null,"month":7,"year":1986,"errors":{}}},"translated_abstract":"The relation between perceived controllability for breaking a social contract and anger was investigated within a role-playing paradigm. Ninety children representing three age groups (M = 5.1,7.3, and 9.8) participated. The children were asked to provide causes for why a social engagement was not kept, and then to rate these causes as well as a standard set of six others on perceived controllability and anticipated anger reactions. All three age groups perceived the controllable causes as more associated with anger than the uncontrollable causes, although a developmental trend documenting this cognition-emotion relation was also displayed.","internal_url":"https://www.academia.edu/17369975/Perceptions_of_controllability_and_anticipated_anger","translated_internal_url":"","created_at":"2015-10-27T14:59:56.917-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103686,"work_id":17369975,"tagging_user_id":34438703,"tagged_user_id":5663553,"co_author_invite_id":null,"email":"n***a@gmail.com","affiliation":"The Hebrew University of Jerusalem","display_order":0,"name":"Nurit Yirmiya","title":"Perceptions of controllability and anticipated anger"},{"id":8103687,"work_id":17369975,"tagging_user_id":34438703,"tagged_user_id":26269251,"co_author_invite_id":null,"email":"y***t@gmail.com","display_order":4194304,"name":"Nurit Yirmiya","title":"Perceptions of controllability and anticipated anger"}],"downloadable_attachments":[{"id":39840125,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840125/thumbnails/1.jpg","file_name":"1986_-_Perceptions_of_Controllability_ans_Anticipated_Anger.pdf","download_url":"https://www.academia.edu/attachments/39840125/download_file","bulk_download_file_name":"Perceptions_of_controllability_and_antic.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840125/1986_-_Perceptions_of_Controllability_ans_Anticipated_Anger-libre.pdf?1447100467=\u0026response-content-disposition=attachment%3B+filename%3DPerceptions_of_controllability_and_antic.pdf\u0026Expires=1743457393\u0026Signature=fOImDVni~~i9UmgK2UPKAy-UuwCGiLCVB6Au6-QpYc~MNuvXi2TzLjQoQLqqmXaq4c4FfG2pGaj-44j1xCbhQuSSHcpBmU6iz9aPcCinm79A7pfvN~pwg0O5u1HiPusJuWHzIm9Ofnd0yuzzKJFpXwe1eeaEXy5lZ6FPsKSj05R~t9yQzevJ0rts-b3EFu2KsrJC3EuHFvw-aNZr0iLxOpUlfM~pfxgrK4Qq0h3HEI3lXHPc~~NTITv6Bj-UKFOn3kcDc08AS1XsrW3Yl2zR-HhvtaQmBg0Cdoh0VCO5G0Yf0f0ORPk89Mg62wOAXBvXSPusdeuNAEgfrT2zWpjYjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Perceptions_of_controllability_and_anticipated_anger","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"The relation between perceived controllability for breaking a social contract and anger was investigated within a role-playing paradigm. Ninety children representing three age groups (M = 5.1,7.3, and 9.8) participated. The children were asked to provide causes for why a social engagement was not kept, and then to rate these causes as well as a standard set of six others on perceived controllability and anticipated anger reactions. All three age groups perceived the controllable causes as more associated with anger than the uncontrollable causes, although a developmental trend documenting this cognition-emotion relation was also displayed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39840125,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840125/thumbnails/1.jpg","file_name":"1986_-_Perceptions_of_Controllability_ans_Anticipated_Anger.pdf","download_url":"https://www.academia.edu/attachments/39840125/download_file","bulk_download_file_name":"Perceptions_of_controllability_and_antic.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840125/1986_-_Perceptions_of_Controllability_ans_Anticipated_Anger-libre.pdf?1447100467=\u0026response-content-disposition=attachment%3B+filename%3DPerceptions_of_controllability_and_antic.pdf\u0026Expires=1743457393\u0026Signature=fOImDVni~~i9UmgK2UPKAy-UuwCGiLCVB6Au6-QpYc~MNuvXi2TzLjQoQLqqmXaq4c4FfG2pGaj-44j1xCbhQuSSHcpBmU6iz9aPcCinm79A7pfvN~pwg0O5u1HiPusJuWHzIm9Ofnd0yuzzKJFpXwe1eeaEXy5lZ6FPsKSj05R~t9yQzevJ0rts-b3EFu2KsrJC3EuHFvw-aNZr0iLxOpUlfM~pfxgrK4Qq0h3HEI3lXHPc~~NTITv6Bj-UKFOn3kcDc08AS1XsrW3Yl2zR-HhvtaQmBg0Cdoh0VCO5G0Yf0f0ORPk89Mg62wOAXBvXSPusdeuNAEgfrT2zWpjYjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369975-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369977"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369977/Using_affective_cues_to_infer_causal_thoughts"><img alt="Research paper thumbnail of Using affective cues to infer causal thoughts" class="work-thumbnail" src="https://attachments.academia-assets.com/39840064/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369977/Using_affective_cues_to_infer_causal_thoughts">Using affective cues to infer causal thoughts</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Exp I, 49 9-yr-olds, 48 11-yr-olds, and 70 undergraduates were told the affective reactions of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In Exp I, 49 9-yr-olds, 48 11-yr-olds, and 70 undergraduates were told the affective reactions of a teacher toward a failing student. The affects included anger, pity, guilt, surprise, and sadness. Ss were asked to infer the cause of the student's failure. For all ages, there were systematic linkages between the following affect–attribution pairings: anger–lack of effort, guilt–poor teaching, and surprise–lack of effort. In addition, among the undergraduates there was an association between pity and low ability. Exp II, using 103 Ss aged 5, 7, and 9 yrs, examined only the affects of anger and pity. A relationship between anger and lack of effort was exhibited by the youngest Ss whereas a pity–lack of ability association was displayed only by the older Ss. The implications of the findings for self-concept are discussed. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="defa3f56f02bbc0ba9746554da064380" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39840064,"asset_id":17369977,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39840064/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369977"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369977"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369977; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369977]").text(description); $(".js-view-count[data-work-id=17369977]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369977; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369977']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "defa3f56f02bbc0ba9746554da064380" } } $('.js-work-strip[data-work-id=17369977]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369977,"title":"Using affective cues to infer causal thoughts","translated_title":"","metadata":{"abstract":"In Exp I, 49 9-yr-olds, 48 11-yr-olds, and 70 undergraduates were told the affective reactions of a teacher toward a failing student. The affects included anger, pity, guilt, surprise, and sadness. Ss were asked to infer the cause of the student's failure. For all ages, there were systematic linkages between the following affect–attribution pairings: anger–lack of effort, guilt–poor teaching, and surprise–lack of effort. In addition, among the undergraduates there was an association between pity and low ability. Exp II, using 103 Ss aged 5, 7, and 9 yrs, examined only the affects of anger and pity. A relationship between anger and lack of effort was exhibited by the youngest Ss whereas a pity–lack of ability association was displayed only by the older Ss. The implications of the findings for self-concept are discussed. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Affective Cues and Causal Inference in Children and Adults","journal_name":"Developmental Psychology, Vol. 18, No. 2, pp. 278-286","publication_date":{"day":null,"month":2,"year":1982,"errors":{}}},"translated_abstract":"In Exp I, 49 9-yr-olds, 48 11-yr-olds, and 70 undergraduates were told the affective reactions of a teacher toward a failing student. The affects included anger, pity, guilt, surprise, and sadness. Ss were asked to infer the cause of the student's failure. For all ages, there were systematic linkages between the following affect–attribution pairings: anger–lack of effort, guilt–poor teaching, and surprise–lack of effort. In addition, among the undergraduates there was an association between pity and low ability. Exp II, using 103 Ss aged 5, 7, and 9 yrs, examined only the affects of anger and pity. A relationship between anger and lack of effort was exhibited by the youngest Ss whereas a pity–lack of ability association was displayed only by the older Ss. The implications of the findings for self-concept are discussed. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369977/Using_affective_cues_to_infer_causal_thoughts","translated_internal_url":"","created_at":"2015-10-27T14:59:57.438-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103688,"work_id":17369977,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1811255,"email":"p***n@northwestern.edu","display_order":0,"name":"Paula Stern","title":"Using affective cues to infer causal thoughts"}],"downloadable_attachments":[{"id":39840064,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840064/thumbnails/1.jpg","file_name":"1982_-_Using_Affective_Cues_to_Infer_Causal_Thoughts.pdf","download_url":"https://www.academia.edu/attachments/39840064/download_file","bulk_download_file_name":"Using_affective_cues_to_infer_causal_tho.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840064/1982_-_Using_Affective_Cues_to_Infer_Causal_Thoughts-libre.pdf?1447098229=\u0026response-content-disposition=attachment%3B+filename%3DUsing_affective_cues_to_infer_causal_tho.pdf\u0026Expires=1743457393\u0026Signature=MuRAW769deahfgSaGn9r2aDEEgmHrcuxFIpmXxYdkv3bSfgJig9DaS1j53wVTVD1i~e-R0VedLhJYhecf8inuXS9tJ-BcLfOtedgrF9tOGO0T4e5uUvg4v9YL5Tx8jy6vuC~g5SQmtmre4iRqsPyeGN2RojzsSeMZ67T28M6SZhcl8qFSxrNVLIgbsBPOLKp5B~zn2VnhECdbSSGeB2fQu4EVwxT9HlqcevB5gsBo0r9p8pRkhDlpspEnGxANXR2YegExubeCbSGRQZmeCb0LIiO4NrfIICgFy7qpCbaJAHRsSYTyDSbKbv54EwV8fnQKUl0oSdhdGorIAa9hPGdOA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Using_affective_cues_to_infer_causal_thoughts","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"In Exp I, 49 9-yr-olds, 48 11-yr-olds, and 70 undergraduates were told the affective reactions of a teacher toward a failing student. The affects included anger, pity, guilt, surprise, and sadness. Ss were asked to infer the cause of the student's failure. For all ages, there were systematic linkages between the following affect–attribution pairings: anger–lack of effort, guilt–poor teaching, and surprise–lack of effort. In addition, among the undergraduates there was an association between pity and low ability. Exp II, using 103 Ss aged 5, 7, and 9 yrs, examined only the affects of anger and pity. A relationship between anger and lack of effort was exhibited by the youngest Ss whereas a pity–lack of ability association was displayed only by the older Ss. The implications of the findings for self-concept are discussed. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39840064,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39840064/thumbnails/1.jpg","file_name":"1982_-_Using_Affective_Cues_to_Infer_Causal_Thoughts.pdf","download_url":"https://www.academia.edu/attachments/39840064/download_file","bulk_download_file_name":"Using_affective_cues_to_infer_causal_tho.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39840064/1982_-_Using_Affective_Cues_to_Infer_Causal_Thoughts-libre.pdf?1447098229=\u0026response-content-disposition=attachment%3B+filename%3DUsing_affective_cues_to_infer_causal_tho.pdf\u0026Expires=1743457393\u0026Signature=MuRAW769deahfgSaGn9r2aDEEgmHrcuxFIpmXxYdkv3bSfgJig9DaS1j53wVTVD1i~e-R0VedLhJYhecf8inuXS9tJ-BcLfOtedgrF9tOGO0T4e5uUvg4v9YL5Tx8jy6vuC~g5SQmtmre4iRqsPyeGN2RojzsSeMZ67T28M6SZhcl8qFSxrNVLIgbsBPOLKp5B~zn2VnhECdbSSGeB2fQu4EVwxT9HlqcevB5gsBo0r9p8pRkhDlpspEnGxANXR2YegExubeCbSGRQZmeCb0LIiO4NrfIICgFy7qpCbaJAHRsSYTyDSbKbv54EwV8fnQKUl0oSdhdGorIAa9hPGdOA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369977-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369978"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369978/A_cognition_emotion_action_sequence_Anticipated_emotional_consequences_of_causal_attributions_and_reported_communication_strategy"><img alt="Research paper thumbnail of A cognition-emotion-action sequence: Anticipated emotional consequences of causal attributions and reported communication strategy" class="work-thumbnail" src="https://attachments.academia-assets.com/39838929/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369978/A_cognition_emotion_action_sequence_Anticipated_emotional_consequences_of_causal_attributions_and_reported_communication_strategy">A cognition-emotion-action sequence: Anticipated emotional consequences of causal attributions and reported communication strategy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">84 to 90 5–12 yr olds were given scenarios that involved social rejection or a broken social enga...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">84 to 90 5–12 yr olds were given scenarios that involved social rejection or a broken social engagement in a role-playing paradigm. The reasons for rejection were varied to be internal or external to the person being rejected, while the reasons for not appearing at an appointment were varied so that they were controllable or uncontrollable. Ss revealed whether they would communicate the true reasons for their outcomes and, if so, how much the other person's feelings would be hurt when rejected or how angry the person would be when stood up. Results show that for all age groups, there were strong associations between the causal properties of locus and controllability and the respective anticipated reactions of hurt feelings and anger. Correlations between anticipated affects and reported response strategy in this hypothetical situation varied as a function of age and the type of emotional anticipation, with older Ss stating that they would especially withhold causes that elicited anger. Data documented developmental changes in communication strategy rather than in the understanding of attributional determinants of affect. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e37162b7627890d20af5b7c5d775f6df" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39838929,"asset_id":17369978,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39838929/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369978"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369978"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369978; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369978]").text(description); $(".js-view-count[data-work-id=17369978]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369978; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369978']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e37162b7627890d20af5b7c5d775f6df" } } $('.js-work-strip[data-work-id=17369978]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369978,"title":"A cognition-emotion-action sequence: Anticipated emotional consequences of causal attributions and reported communication strategy","translated_title":"","metadata":{"abstract":"84 to 90 5–12 yr olds were given scenarios that involved social rejection or a broken social engagement in a role-playing paradigm. The reasons for rejection were varied to be internal or external to the person being rejected, while the reasons for not appearing at an appointment were varied so that they were controllable or uncontrollable. Ss revealed whether they would communicate the true reasons for their outcomes and, if so, how much the other person's feelings would be hurt when rejected or how angry the person would be when stood up. Results show that for all age groups, there were strong associations between the causal properties of locus and controllability and the respective anticipated reactions of hurt feelings and anger. Correlations between anticipated affects and reported response strategy in this hypothetical situation varied as a function of age and the type of emotional anticipation, with older Ss stating that they would especially withhold causes that elicited anger. Data documented developmental changes in communication strategy rather than in the understanding of attributional determinants of affect. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Developmental Psychology, Vol. 21, No 1, pp. 102-107","publication_date":{"day":null,"month":12,"year":1985,"errors":{}}},"translated_abstract":"84 to 90 5–12 yr olds were given scenarios that involved social rejection or a broken social engagement in a role-playing paradigm. The reasons for rejection were varied to be internal or external to the person being rejected, while the reasons for not appearing at an appointment were varied so that they were controllable or uncontrollable. Ss revealed whether they would communicate the true reasons for their outcomes and, if so, how much the other person's feelings would be hurt when rejected or how angry the person would be when stood up. Results show that for all age groups, there were strong associations between the causal properties of locus and controllability and the respective anticipated reactions of hurt feelings and anger. Correlations between anticipated affects and reported response strategy in this hypothetical situation varied as a function of age and the type of emotional anticipation, with older Ss stating that they would especially withhold causes that elicited anger. Data documented developmental changes in communication strategy rather than in the understanding of attributional determinants of affect. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369978/A_cognition_emotion_action_sequence_Anticipated_emotional_consequences_of_causal_attributions_and_reported_communication_strategy","translated_internal_url":"","created_at":"2015-10-27T14:59:57.963-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39838929,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838929/thumbnails/1.jpg","file_name":"1985_-_A_Cognition-Emotion-Action_Sequence.pdf","download_url":"https://www.academia.edu/attachments/39838929/download_file","bulk_download_file_name":"A_cognition_emotion_action_sequence_Anti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838929/1985_-_A_Cognition-Emotion-Action_Sequence-libre.pdf?1447094656=\u0026response-content-disposition=attachment%3B+filename%3DA_cognition_emotion_action_sequence_Anti.pdf\u0026Expires=1743457393\u0026Signature=NHbvRJ~OcyhB-MRVrPQsN2Jxo62X7--jxUvplpr~Y6w5XYOisdkgKv3g3WSyCVMh5im70W-R9-TU3bnlqxEKFzsakDeBh3M0Y~lkMAECaXr0mDkWD7qX4CtC6bk9bNAMSf~dBVohYWjySpVNGDITlim1~aat89YSjvT4Pizb3HE5SMxUeZhJt2yj1mPHx~C40BokgiG3F1-R-jzYOYZy8TetXRs37~FbWoRh8ulcyOcFQ8OwmSCQgnFP7~5mP45e~c9~u2lV5GJ5P-C68P5-es58qthbret7CV5LHHiog5-9YQkQllR2a0AAiTdlEE4BLpsjfc75g-mg1b0e8ZNnLg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_cognition_emotion_action_sequence_Anticipated_emotional_consequences_of_causal_attributions_and_reported_communication_strategy","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"84 to 90 5–12 yr olds were given scenarios that involved social rejection or a broken social engagement in a role-playing paradigm. The reasons for rejection were varied to be internal or external to the person being rejected, while the reasons for not appearing at an appointment were varied so that they were controllable or uncontrollable. Ss revealed whether they would communicate the true reasons for their outcomes and, if so, how much the other person's feelings would be hurt when rejected or how angry the person would be when stood up. Results show that for all age groups, there were strong associations between the causal properties of locus and controllability and the respective anticipated reactions of hurt feelings and anger. Correlations between anticipated affects and reported response strategy in this hypothetical situation varied as a function of age and the type of emotional anticipation, with older Ss stating that they would especially withhold causes that elicited anger. Data documented developmental changes in communication strategy rather than in the understanding of attributional determinants of affect. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39838929,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838929/thumbnails/1.jpg","file_name":"1985_-_A_Cognition-Emotion-Action_Sequence.pdf","download_url":"https://www.academia.edu/attachments/39838929/download_file","bulk_download_file_name":"A_cognition_emotion_action_sequence_Anti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838929/1985_-_A_Cognition-Emotion-Action_Sequence-libre.pdf?1447094656=\u0026response-content-disposition=attachment%3B+filename%3DA_cognition_emotion_action_sequence_Anti.pdf\u0026Expires=1743457393\u0026Signature=NHbvRJ~OcyhB-MRVrPQsN2Jxo62X7--jxUvplpr~Y6w5XYOisdkgKv3g3WSyCVMh5im70W-R9-TU3bnlqxEKFzsakDeBh3M0Y~lkMAECaXr0mDkWD7qX4CtC6bk9bNAMSf~dBVohYWjySpVNGDITlim1~aat89YSjvT4Pizb3HE5SMxUeZhJt2yj1mPHx~C40BokgiG3F1-R-jzYOYZy8TetXRs37~FbWoRh8ulcyOcFQ8OwmSCQgnFP7~5mP45e~c9~u2lV5GJ5P-C68P5-es58qthbret7CV5LHHiog5-9YQkQllR2a0AAiTdlEE4BLpsjfc75g-mg1b0e8ZNnLg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":1470936,"name":"Age Groups","url":"https://www.academia.edu/Documents/in/Age_Groups"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369978-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369983"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369983/Social_cognition_in_the_classroom"><img alt="Research paper thumbnail of Social cognition in the classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/39838878/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369983/Social_cognition_in_the_classroom">Social cognition in the classroom</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article explores applications from the field of social cognition to educational issues. Amon...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article explores applications from the field of social cognition to educational issues. Among the topics examined are: mainstreaming, low achievement, academic self‐concept, achievement change programs, achievement‐related emotions, praise and blame, help‐giving, and affective communications of pity and anger. These issues are clarified with the use of concepts from cognitive social psychology such as perceptual salience, causal ascriptions, perceived personal control, and compensatory schema. Throughout the article, future research directions in educational contexts are suggested from the point of view of cognitive social psychology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75724501396fbfd1fb1fa34c0b6a8824" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39838878,"asset_id":17369983,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39838878/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369983"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369983"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369983; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369983]").text(description); $(".js-view-count[data-work-id=17369983]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369983; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369983']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "75724501396fbfd1fb1fa34c0b6a8824" } } $('.js-work-strip[data-work-id=17369983]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369983,"title":"Social cognition in the classroom","translated_title":"","metadata":{"abstract":"This article explores applications from the field of social cognition to educational issues. Among the topics examined are: mainstreaming, low achievement, academic self‐concept, achievement change programs, achievement‐related emotions, praise and blame, help‐giving, and affective communications of pity and anger. These issues are clarified with the use of concepts from cognitive social psychology such as perceptual salience, causal ascriptions, perceived personal control, and compensatory schema. Throughout the article, future research directions in educational contexts are suggested from the point of view of cognitive social psychology.","ai_title_tag":"Applying Social Cognition to Education","journal_name":"Educational Psychologist, Vol. 18, No. 2, pp. 109-124","publication_date":{"day":null,"month":6,"year":1983,"errors":{}}},"translated_abstract":"This article explores applications from the field of social cognition to educational issues. Among the topics examined are: mainstreaming, low achievement, academic self‐concept, achievement change programs, achievement‐related emotions, praise and blame, help‐giving, and affective communications of pity and anger. These issues are clarified with the use of concepts from cognitive social psychology such as perceptual salience, causal ascriptions, perceived personal control, and compensatory schema. Throughout the article, future research directions in educational contexts are suggested from the point of view of cognitive social psychology.","internal_url":"https://www.academia.edu/17369983/Social_cognition_in_the_classroom","translated_internal_url":"","created_at":"2015-10-27T15:00:00.149-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8103695,"work_id":17369983,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1323589,"email":"t***r@psych.sscnet.ucla.edu","display_order":0,"name":"Shelley Taylor","title":"Social cognition in the classroom"}],"downloadable_attachments":[{"id":39838878,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838878/thumbnails/1.jpg","file_name":"1983_-_Socail_Cognition_in_the_Classroom.pdf","download_url":"https://www.academia.edu/attachments/39838878/download_file","bulk_download_file_name":"Social_cognition_in_the_classroom.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838878/1983_-_Socail_Cognition_in_the_Classroom-libre.pdf?1447094438=\u0026response-content-disposition=attachment%3B+filename%3DSocial_cognition_in_the_classroom.pdf\u0026Expires=1743457393\u0026Signature=ZuWa3AmgFBTJUtJjgmbzK2keT8ZyzGPFRqE37w~pyD0SwhQcoI-2VRIiueneRtLeTbfBTk1JVHnhUtIW-Sti4yqMUD9NBoVVqDFlVDJlAhEC4tLN~SKz9J55Ppi9uvkd757wjVTETOsDoCPJpmBez~TOTVlrBCmqJuHCSGHkcS12YDVnvcRuy4epnR5ssFw78t7CdLratiwrNI7QDE2N7IIWtuMWwedxw2LjghTvehm-rBPnjZFGO0boerolFzuf-B5V4ennXH5Ym1FCJU4ou0o0h0yOZ~jvSY2MartE~hzSq~TZxrwsXM-9FenF~QqJ-MwBX9E~WYo7dVWPayPiZw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_cognition_in_the_classroom","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":"This article explores applications from the field of social cognition to educational issues. Among the topics examined are: mainstreaming, low achievement, academic self‐concept, achievement change programs, achievement‐related emotions, praise and blame, help‐giving, and affective communications of pity and anger. These issues are clarified with the use of concepts from cognitive social psychology such as perceptual salience, causal ascriptions, perceived personal control, and compensatory schema. Throughout the article, future research directions in educational contexts are suggested from the point of view of cognitive social psychology.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39838878,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838878/thumbnails/1.jpg","file_name":"1983_-_Socail_Cognition_in_the_Classroom.pdf","download_url":"https://www.academia.edu/attachments/39838878/download_file","bulk_download_file_name":"Social_cognition_in_the_classroom.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838878/1983_-_Socail_Cognition_in_the_Classroom-libre.pdf?1447094438=\u0026response-content-disposition=attachment%3B+filename%3DSocial_cognition_in_the_classroom.pdf\u0026Expires=1743457393\u0026Signature=ZuWa3AmgFBTJUtJjgmbzK2keT8ZyzGPFRqE37w~pyD0SwhQcoI-2VRIiueneRtLeTbfBTk1JVHnhUtIW-Sti4yqMUD9NBoVVqDFlVDJlAhEC4tLN~SKz9J55Ppi9uvkd757wjVTETOsDoCPJpmBez~TOTVlrBCmqJuHCSGHkcS12YDVnvcRuy4epnR5ssFw78t7CdLratiwrNI7QDE2N7IIWtuMWwedxw2LjghTvehm-rBPnjZFGO0boerolFzuf-B5V4ennXH5Ym1FCJU4ou0o0h0yOZ~jvSY2MartE~hzSq~TZxrwsXM-9FenF~QqJ-MwBX9E~WYo7dVWPayPiZw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition"},{"id":22558,"name":"Role of the Educational Psychologist","url":"https://www.academia.edu/Documents/in/Role_of_the_Educational_Psychologist"},{"id":892890,"name":"Point of View","url":"https://www.academia.edu/Documents/in/Point_of_View"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369983-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369984"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369984/Some_determinants_of_task_preference_and_the_desire_for_information_about_the_self"><img alt="Research paper thumbnail of Some determinants of task preference and the desire for information about the self" class="work-thumbnail" src="https://attachments.academia-assets.com/39838850/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369984/Some_determinants_of_task_preference_and_the_desire_for_information_about_the_self">Some determinants of task preference and the desire for information about the self</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research examined the influence of task difficulty and diagnosticity (ability information) o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research examined the influence of task difficulty and diagnosticity (ability information) on task choice and preference. It was found that males preferred diagnostic over non-diagnostic tasks, but among females significant preferences along this variable were not exhibited. Furthermore, the desire to obtain ability-relevant information decreased as a function of prior knowledge about one's ability. Both high and low ability self-perceptions, induced through prior experiences of success and failure, decreased the attraction toward diagnostic in formation. There was no indication that individuals with high ability self-concepts are especially avoidant of further ability-relevant information, as recent literature has suggested. In addition, and contrary to prior findings, difficult tasks were most preferred rather than easy or intermediate tasks, given that diagnosticity is held constant.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ba4e5bcf499844bc63c222e7987aba88" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39838850,"asset_id":17369984,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39838850/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369984"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369984"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369984; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369984]").text(description); $(".js-view-count[data-work-id=17369984]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369984; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369984']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ba4e5bcf499844bc63c222e7987aba88" } } $('.js-work-strip[data-work-id=17369984]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369984,"title":"Some determinants of task preference and the desire for information about the self","translated_title":"","metadata":{"abstract":"This research examined the influence of task difficulty and diagnosticity (ability information) on task choice and preference. It was found that males preferred diagnostic over non-diagnostic tasks, but among females significant preferences along this variable were not exhibited. Furthermore, the desire to obtain ability-relevant information decreased as a function of prior knowledge about one's ability. Both high and low ability self-perceptions, induced through prior experiences of success and failure, decreased the attraction toward diagnostic in formation. There was no indication that individuals with high ability self-concepts are especially avoidant of further ability-relevant information, as recent literature has suggested. In addition, and contrary to prior findings, difficult tasks were most preferred rather than easy or intermediate tasks, given that diagnosticity is held constant.","journal_name":"European Journal of Social Psychology, Vol. 11, No. 4, pp. 399-407","publication_date":{"day":null,"month":10,"year":1981,"errors":{}}},"translated_abstract":"This research examined the influence of task difficulty and diagnosticity (ability information) on task choice and preference. It was found that males preferred diagnostic over non-diagnostic tasks, but among females significant preferences along this variable were not exhibited. Furthermore, the desire to obtain ability-relevant information decreased as a function of prior knowledge about one's ability. Both high and low ability self-perceptions, induced through prior experiences of success and failure, decreased the attraction toward diagnostic in formation. There was no indication that individuals with high ability self-concepts are especially avoidant of further ability-relevant information, as recent literature has suggested. In addition, and contrary to prior findings, difficult tasks were most preferred rather than easy or intermediate tasks, given that diagnosticity is held constant.","internal_url":"https://www.academia.edu/17369984/Some_determinants_of_task_preference_and_the_desire_for_information_about_the_self","translated_internal_url":"","created_at":"2015-10-27T15:00:00.271-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39838850,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838850/thumbnails/1.jpg","file_name":"1981_March_-_Some_determinants_of_task_preference.pdf","download_url":"https://www.academia.edu/attachments/39838850/download_file","bulk_download_file_name":"Some_determinants_of_task_preference_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838850/1981_March_-_Some_determinants_of_task_preference-libre.pdf?1447094356=\u0026response-content-disposition=attachment%3B+filename%3DSome_determinants_of_task_preference_and.pdf\u0026Expires=1743457394\u0026Signature=IFB4tUNkFz8oTNHVFjksIxh~hKxcV7tpni9g6rEoPfpQP-GVPBy1cv~6fl3L~btftrtVJ~WhZLlxJRnuL-2R099-GXsVf9slB0Rsjlir6WjU2gFW0kH6BsLqobG7aqydU1-neNOEEvCJKbdOrMKHwkJtdi8dZDh80s6~RYmYPpAV-j2QIhJCGcR2Z8cmsihW7iZZTo~tdCJ8yceoqZ7yBaB4y02MShZBsBaDtNzPKWSsKRmBbbv0K5cLtGiQGDPUqjoXm~WHrIjC6KOb7MuFq2oxotqgOMYPOCZTQYihjTDveNdkJagT7XMcmS7btbETX2sooKAk3fmxffgzl4cV7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Some_determinants_of_task_preference_and_the_desire_for_information_about_the_self","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"This research examined the influence of task difficulty and diagnosticity (ability information) on task choice and preference. It was found that males preferred diagnostic over non-diagnostic tasks, but among females significant preferences along this variable were not exhibited. Furthermore, the desire to obtain ability-relevant information decreased as a function of prior knowledge about one's ability. Both high and low ability self-perceptions, induced through prior experiences of success and failure, decreased the attraction toward diagnostic in formation. There was no indication that individuals with high ability self-concepts are especially avoidant of further ability-relevant information, as recent literature has suggested. In addition, and contrary to prior findings, difficult tasks were most preferred rather than easy or intermediate tasks, given that diagnosticity is held constant.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39838850,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838850/thumbnails/1.jpg","file_name":"1981_March_-_Some_determinants_of_task_preference.pdf","download_url":"https://www.academia.edu/attachments/39838850/download_file","bulk_download_file_name":"Some_determinants_of_task_preference_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838850/1981_March_-_Some_determinants_of_task_preference-libre.pdf?1447094356=\u0026response-content-disposition=attachment%3B+filename%3DSome_determinants_of_task_preference_and.pdf\u0026Expires=1743457394\u0026Signature=IFB4tUNkFz8oTNHVFjksIxh~hKxcV7tpni9g6rEoPfpQP-GVPBy1cv~6fl3L~btftrtVJ~WhZLlxJRnuL-2R099-GXsVf9slB0Rsjlir6WjU2gFW0kH6BsLqobG7aqydU1-neNOEEvCJKbdOrMKHwkJtdi8dZDh80s6~RYmYPpAV-j2QIhJCGcR2Z8cmsihW7iZZTo~tdCJ8yceoqZ7yBaB4y02MShZBsBaDtNzPKWSsKRmBbbv0K5cLtGiQGDPUqjoXm~WHrIjC6KOb7MuFq2oxotqgOMYPOCZTQYihjTDveNdkJagT7XMcmS7btbETX2sooKAk3fmxffgzl4cV7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369984-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369995"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369995/Perceiving_the_Causes_of_Success_and_Failure_A_Cross_Cultural_Examination_of_Attributional_Concepts"><img alt="Research paper thumbnail of Perceiving the Causes of Success and Failure: A Cross-Cultural Examination of Attributional Concepts" class="work-thumbnail" src="https://attachments.academia-assets.com/39838752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369995/Perceiving_the_Causes_of_Success_and_Failure_A_Cross_Cultural_Examination_of_Attributional_Concepts">Perceiving the Causes of Success and Failure: A Cross-Cultural Examination of Attributional Concepts</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study examines cross-cultural perceptions of causal attributions pertinent to success...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study examines cross-cultural perceptions of causal attributions pertinent to success and failure in achievement-related contexts. Two groups of participants(taxi drivers and civil servants) from five nations (Belgium, West Germany, India, South Korea, and England) rated 22 causal ascriptions (including ability, effort, task difficulty, and luck) on four causal properties (locus, stability, controllability, and globality). There was high agreement among the two social class groups as well as among four of the nations regarding the ratings of specific causes on the causal dimensions. However, Indian respondents rated all causes as more external, variable, and uncontrollable than did participants from the other cultures. With the exception of the Indian data, the results suggest that a priori classifications of causal attributions have cross-cultural validity and that causal dimensions suggested by attribution theorists capture basic aspects of the meanings of causes that are shared in different cultures.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17369995-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17369995-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6735149/figure-1-notes-higher-values-imply-more-variable-external"><img alt="NOTES: Higher values imply more variable, external, uncontrollable, and specific ratings. Means with identical superscripts have been found to differ at the .05 level by the Scheffé test. Differences concerning the Indian sample are not reported in the table. " class="figure-slide-image" src="https://figures.academia-assets.com/39838752/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6735168/table-1-piwhk-number-of-civil-servants-and-taxi-drivers"><img alt="Piwhk F Number of Civil Servants and Taxi Drivers Participating in the Study, by Nation " class="figure-slide-image" src="https://figures.academia-assets.com/39838752/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6735177/table-2-perceiving-the-causes-of-success-and-failure-cross"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39838752/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6735185/table-3-mean-dimensional-ratings-of-the-attributions-on"><img alt="Mean Dimensional Ratings of the 22 Attributions on Stability, Locus, Controllability, and Globality, by Nation " class="figure-slide-image" src="https://figures.academia-assets.com/39838752/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6735191/table-4-perceiving-the-causes-of-success-and-failure-cross"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39838752/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6735198/table-5-perceiving-the-causes-of-success-and-failure-cross"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39838752/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6735204/table-6-perceiving-the-causes-of-success-and-failure-cross"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39838752/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6735210/table-7-perceiving-the-causes-of-success-and-failure-cross"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39838752/table_007.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17369995-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e6be7a74bc30f253ce6b2004409f5a5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39838752,"asset_id":17369995,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39838752/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369995"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369995"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369995; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369995]").text(description); $(".js-view-count[data-work-id=17369995]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369995; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369995']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4e6be7a74bc30f253ce6b2004409f5a5" } } $('.js-work-strip[data-work-id=17369995]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369995,"title":"Perceiving the Causes of Success and Failure: A Cross-Cultural Examination of Attributional Concepts","translated_title":"","metadata":{"abstract":"The present study examines cross-cultural perceptions of causal attributions pertinent to success and failure in achievement-related contexts. Two groups of participants(taxi drivers and civil servants) from five nations (Belgium, West Germany, India, South Korea, and England) rated 22 causal ascriptions (including ability, effort, task difficulty, and luck) on four causal properties (locus, stability, controllability, and globality). There was high agreement among the two social class groups as well as among four of the nations regarding the ratings of specific causes on the causal dimensions. However, Indian respondents rated all causes as more external, variable, and uncontrollable than did participants from the other cultures. With the exception of the Indian data, the results suggest that a priori classifications of causal attributions have cross-cultural validity and that causal dimensions suggested by attribution theorists capture basic aspects of the meanings of causes that are shared in different cultures.","journal_name":"Journal of Cross-Cultural Psychology, Vol. 20, No. 2, pp. 191-213. ","publication_date":{"day":null,"month":6,"year":1989,"errors":{}}},"translated_abstract":"The present study examines cross-cultural perceptions of causal attributions pertinent to success and failure in achievement-related contexts. Two groups of participants(taxi drivers and civil servants) from five nations (Belgium, West Germany, India, South Korea, and England) rated 22 causal ascriptions (including ability, effort, task difficulty, and luck) on four causal properties (locus, stability, controllability, and globality). There was high agreement among the two social class groups as well as among four of the nations regarding the ratings of specific causes on the causal dimensions. However, Indian respondents rated all causes as more external, variable, and uncontrollable than did participants from the other cultures. With the exception of the Indian data, the results suggest that a priori classifications of causal attributions have cross-cultural validity and that causal dimensions suggested by attribution theorists capture basic aspects of the meanings of causes that are shared in different cultures.","internal_url":"https://www.academia.edu/17369995/Perceiving_the_Causes_of_Success_and_Failure_A_Cross_Cultural_Examination_of_Attributional_Concepts","translated_internal_url":"","created_at":"2015-10-27T15:00:03.501-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39838752,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838752/thumbnails/1.jpg","file_name":"1989_-_Percieving_The_Causes_of_Success_and_Failure.pdf","download_url":"https://www.academia.edu/attachments/39838752/download_file","bulk_download_file_name":"Perceiving_the_Causes_of_Success_and_Fai.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838752/1989_-_Percieving_The_Causes_of_Success_and_Failure-libre.pdf?1447094075=\u0026response-content-disposition=attachment%3B+filename%3DPerceiving_the_Causes_of_Success_and_Fai.pdf\u0026Expires=1743457394\u0026Signature=GOBsnAYs7pbZmphdnTJTGS~H3BgFkoMJ9r4oEdyWIHum4T4awLPx6qcnPa7tywIrWuKL2BnvykoCcpgNOnjy6sEuCM0bdIA5KzaEpSHVdFbj7~6-iOZPxFfaA9SLFbuGSOQRwyoQk2hYmHH7~6WB7IKYvUKak6hWfmMe3aUwi2J2i4wVOclnw71gKcXaoCMHaoMUewwaZI0gS3c7w9Wzyhd7rQ56u7EZOJdKsJKhTNEFsr3wVn3Wc-ve541TQXX451Sjv2Cu1uInnyEbNMQ0fX6gXlXVKfOiiriF7HYhTp0rHW71nfzxpMniiDG5SW1r~zbIsP4lqRAGvtg0oV6cJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Perceiving_the_Causes_of_Success_and_Failure_A_Cross_Cultural_Examination_of_Attributional_Concepts","translated_slug":"","page_count":23,"language":"en","content_type":"Work","summary":"The present study examines cross-cultural perceptions of causal attributions pertinent to success and failure in achievement-related contexts. Two groups of participants(taxi drivers and civil servants) from five nations (Belgium, West Germany, India, South Korea, and England) rated 22 causal ascriptions (including ability, effort, task difficulty, and luck) on four causal properties (locus, stability, controllability, and globality). There was high agreement among the two social class groups as well as among four of the nations regarding the ratings of specific causes on the causal dimensions. However, Indian respondents rated all causes as more external, variable, and uncontrollable than did participants from the other cultures. With the exception of the Indian data, the results suggest that a priori classifications of causal attributions have cross-cultural validity and that causal dimensions suggested by attribution theorists capture basic aspects of the meanings of causes that are shared in different cultures.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39838752,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838752/thumbnails/1.jpg","file_name":"1989_-_Percieving_The_Causes_of_Success_and_Failure.pdf","download_url":"https://www.academia.edu/attachments/39838752/download_file","bulk_download_file_name":"Perceiving_the_Causes_of_Success_and_Fai.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838752/1989_-_Percieving_The_Causes_of_Success_and_Failure-libre.pdf?1447094075=\u0026response-content-disposition=attachment%3B+filename%3DPerceiving_the_Causes_of_Success_and_Fai.pdf\u0026Expires=1743457394\u0026Signature=GOBsnAYs7pbZmphdnTJTGS~H3BgFkoMJ9r4oEdyWIHum4T4awLPx6qcnPa7tywIrWuKL2BnvykoCcpgNOnjy6sEuCM0bdIA5KzaEpSHVdFbj7~6-iOZPxFfaA9SLFbuGSOQRwyoQk2hYmHH7~6WB7IKYvUKak6hWfmMe3aUwi2J2i4wVOclnw71gKcXaoCMHaoMUewwaZI0gS3c7w9Wzyhd7rQ56u7EZOJdKsJKhTNEFsr3wVn3Wc-ve541TQXX451Sjv2Cu1uInnyEbNMQ0fX6gXlXVKfOiiriF7HYhTp0rHW71nfzxpMniiDG5SW1r~zbIsP4lqRAGvtg0oV6cJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":96795,"name":"Cross Cultural Psychology","url":"https://www.academia.edu/Documents/in/Cross_Cultural_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17369995-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369996"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369996/Attributions_for_Achievement_Related_Events_Expectancy_and_Sentiments_A_Study_of_Success_and_Failure_in_Chile_and_the_United_States"><img alt="Research paper thumbnail of Attributions for Achievement-Related Events, Expectancy, and Sentiments: A Study of Success and Failure in Chile and the United States" class="work-thumbnail" src="https://attachments.academia-assets.com/39838740/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369996/Attributions_for_Achievement_Related_Events_Expectancy_and_Sentiments_A_Study_of_Success_and_Failure_in_Chile_and_the_United_States">Attributions for Achievement-Related Events, Expectancy, and Sentiments: A Study of Success and Failure in Chile and the United States</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/HectorBetancourt3">Hector Betancourt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This investigation examined the perceived properties of causal attributions for success and failu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This investigation examined the perceived properties of causal attributions for success and failure and their consequences. Eight attributions or perceived reasons for success and failure, such as ability, effort, and luck, were rated by Chilean and U.S. samples for three causal properties—locus (internal versus external), stability (endurance over time), and controllability (degree to which the person can volitionally alter the cause). The ratings between the two cultures were quite similar and in accordance with attribution theory classifications, although Chilean subjects perceived the external causes as more external, the stable causes as less stable, and the controllable causes as less controllable than did subjects from the United States. In addition, predicted relations between causal stability-expectancy of success and controllability evaluation and liking were also generally confirmed in both cultures. Results were discussed in terms of the generality versus cultural specificity of attributional principles in the achievement domain.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7520361382558e7509941d7ab49a450" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39838740,"asset_id":17369996,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39838740/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369996"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369996"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369996; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369996]").text(description); $(".js-view-count[data-work-id=17369996]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369996; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369996']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7520361382558e7509941d7ab49a450" } } $('.js-work-strip[data-work-id=17369996]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369996,"title":"Attributions for Achievement-Related Events, Expectancy, and Sentiments: A Study of Success and Failure in Chile and the United States","translated_title":"","metadata":{"abstract":"This investigation examined the perceived properties of causal attributions for success and failure and their consequences. Eight attributions or perceived reasons for success and failure, such as ability, effort, and luck, were rated by Chilean and U.S. samples for three causal properties—locus (internal versus external), stability (endurance over time), and controllability (degree to which the person can volitionally alter the cause). The ratings between the two cultures were quite similar and in accordance with attribution theory classifications, although Chilean subjects perceived the external causes as more external, the stable causes as less stable, and the controllable causes as less controllable than did subjects from the United States. In addition, predicted relations between causal stability-expectancy of success and controllability evaluation and liking were also generally confirmed in both cultures. Results were discussed in terms of the generality versus cultural specificity of attributional principles in the achievement domain.","journal_name":"Journal of Cross-Cultural Psychology, Vol. 13, No. 3, pp. 362-374. ","publication_date":{"day":null,"month":9,"year":1982,"errors":{}}},"translated_abstract":"This investigation examined the perceived properties of causal attributions for success and failure and their consequences. Eight attributions or perceived reasons for success and failure, such as ability, effort, and luck, were rated by Chilean and U.S. samples for three causal properties—locus (internal versus external), stability (endurance over time), and controllability (degree to which the person can volitionally alter the cause). The ratings between the two cultures were quite similar and in accordance with attribution theory classifications, although Chilean subjects perceived the external causes as more external, the stable causes as less stable, and the controllable causes as less controllable than did subjects from the United States. In addition, predicted relations between causal stability-expectancy of success and controllability evaluation and liking were also generally confirmed in both cultures. Results were discussed in terms of the generality versus cultural specificity of attributional principles in the achievement domain.","internal_url":"https://www.academia.edu/17369996/Attributions_for_Achievement_Related_Events_Expectancy_and_Sentiments_A_Study_of_Success_and_Failure_in_Chile_and_the_United_States","translated_internal_url":"","created_at":"2015-10-27T15:00:03.631-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":12167612,"work_id":17369996,"tagging_user_id":34438703,"tagged_user_id":40895079,"co_author_invite_id":1907728,"email":"h***t@llu.edu","display_order":0,"name":"Hector Betancourt","title":"Attributions for Achievement-Related Events, Expectancy, and Sentiments: A Study of Success and Failure in Chile and the United States"}],"downloadable_attachments":[{"id":39838740,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838740/thumbnails/1.jpg","file_name":"1982_-_Attributions_for_Achievement-Related_Events.pdf","download_url":"https://www.academia.edu/attachments/39838740/download_file","bulk_download_file_name":"Attributions_for_Achievement_Related_Eve.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838740/1982_-_Attributions_for_Achievement-Related_Events-libre.pdf?1447093965=\u0026response-content-disposition=attachment%3B+filename%3DAttributions_for_Achievement_Related_Eve.pdf\u0026Expires=1743457394\u0026Signature=Egx0wBuvpcUXLxXJ7Hqd9tzmT9BI4ls7U0DvKMPJXs1ZctMfj6Dh6~AkzHQX~3B3eqXPuQQfCqRKyXnC8p3lK3fJNmFVZFzUOMhEdnxEvQkDcFZmtT29nziXuBzzglBmRGOZMVFic-plh49Z5iibfMzOZRIlQSN2CsM-BO8sBQNonF5RuO4d0fYObe01spaJNe12B8sKa6jmOzid5bbrxmA1qjubqI6ZfxqwRUFPpdutaomsbiv4ZIpfuqAa-X5Q1TESWiFe-EKch8QGTMSs49duXi8g-ZeFYbIGPKiWvHy61BWlLwxQZzucuTO4PptayGbtr7LfzUcM1uIzHkJQ7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Attributions_for_Achievement_Related_Events_Expectancy_and_Sentiments_A_Study_of_Success_and_Failure_in_Chile_and_the_United_States","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"This investigation examined the perceived properties of causal attributions for success and failure and their consequences. Eight attributions or perceived reasons for success and failure, such as ability, effort, and luck, were rated by Chilean and U.S. samples for three causal properties—locus (internal versus external), stability (endurance over time), and controllability (degree to which the person can volitionally alter the cause). The ratings between the two cultures were quite similar and in accordance with attribution theory classifications, although Chilean subjects perceived the external causes as more external, the stable causes as less stable, and the controllable causes as less controllable than did subjects from the United States. In addition, predicted relations between causal stability-expectancy of success and controllability evaluation and liking were also generally confirmed in both cultures. Results were discussed in terms of the generality versus cultural specificity of attributional principles in the achievement domain.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39838740,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838740/thumbnails/1.jpg","file_name":"1982_-_Attributions_for_Achievement-Related_Events.pdf","download_url":"https://www.academia.edu/attachments/39838740/download_file","bulk_download_file_name":"Attributions_for_Achievement_Related_Eve.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838740/1982_-_Attributions_for_Achievement-Related_Events-libre.pdf?1447093965=\u0026response-content-disposition=attachment%3B+filename%3DAttributions_for_Achievement_Related_Eve.pdf\u0026Expires=1743457394\u0026Signature=Egx0wBuvpcUXLxXJ7Hqd9tzmT9BI4ls7U0DvKMPJXs1ZctMfj6Dh6~AkzHQX~3B3eqXPuQQfCqRKyXnC8p3lK3fJNmFVZFzUOMhEdnxEvQkDcFZmtT29nziXuBzzglBmRGOZMVFic-plh49Z5iibfMzOZRIlQSN2CsM-BO8sBQNonF5RuO4d0fYObe01spaJNe12B8sKa6jmOzid5bbrxmA1qjubqI6ZfxqwRUFPpdutaomsbiv4ZIpfuqAa-X5Q1TESWiFe-EKch8QGTMSs49duXi8g-ZeFYbIGPKiWvHy61BWlLwxQZzucuTO4PptayGbtr7LfzUcM1uIzHkJQ7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":96795,"name":"Cross Cultural Psychology","url":"https://www.academia.edu/Documents/in/Cross_Cultural_Psychology"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369996-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369997"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369997/Affective_consequences_of_ability_versus_effort_ascriptions_Controversies_resolutions_and_quandaries"><img alt="Research paper thumbnail of Affective consequences of ability versus effort ascriptions: Controversies, resolutions, and quandaries" class="work-thumbnail" src="https://attachments.academia-assets.com/39837535/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369997/Affective_consequences_of_ability_versus_effort_ascriptions_Controversies_resolutions_and_quandaries">Affective consequences of ability versus effort ascriptions: Controversies, resolutions, and quandaries</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The results of 6 experiments, with 493 undergraduates, question M. V. Covington and C. L. Omelich...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The results of 6 experiments, with 493 undergraduates, question M. V. Covington and C. L. Omelich's (see PA, Vols 62:9720 and 63:2020) conclusions that (1) ability ascriptions generate greater pride for success and shame for failure than do effect attributions and (2) ability is more closely linked with positive self-esteem than is effort. It was demonstrated that some of the prior disagreement has been caused by a confounding of independent variables, in that manipulation of effort expenditure also implicated the perceived importance of a task. Hence, the positive relation between shame and high effort reported by Covington and Omelich was in part caused by a linkage between shame and failure at a task perceived as important. In addition, Covington and Omelich assessed public shame. It was demonstrated that, whereas shame was more closely linked with guilt and lack of effort, public shame was more closely associated with humiliation and low ability. It was also shown that the preference to be a student of high ability rather than high effort was in part due to the long-term instrumental value of ability rather than to a union between high ability and positive self-esteem. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a1c05fbd5429770dbc95483dae0eed9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39837535,"asset_id":17369997,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39837535/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369997"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369997"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369997; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369997]").text(description); $(".js-view-count[data-work-id=17369997]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369997; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369997']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a1c05fbd5429770dbc95483dae0eed9" } } $('.js-work-strip[data-work-id=17369997]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369997,"title":"Affective consequences of ability versus effort ascriptions: Controversies, resolutions, and quandaries","translated_title":"","metadata":{"abstract":"The results of 6 experiments, with 493 undergraduates, question M. V. Covington and C. L. Omelich's (see PA, Vols 62:9720 and 63:2020) conclusions that (1) ability ascriptions generate greater pride for success and shame for failure than do effect attributions and (2) ability is more closely linked with positive self-esteem than is effort. It was demonstrated that some of the prior disagreement has been caused by a confounding of independent variables, in that manipulation of effort expenditure also implicated the perceived importance of a task. Hence, the positive relation between shame and high effort reported by Covington and Omelich was in part caused by a linkage between shame and failure at a task perceived as important. In addition, Covington and Omelich assessed public shame. It was demonstrated that, whereas shame was more closely linked with guilt and lack of effort, public shame was more closely associated with humiliation and low ability. It was also shown that the preference to be a student of high ability rather than high effort was in part due to the long-term instrumental value of ability rather than to a union between high ability and positive self-esteem. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Ability vs. Effort: Affective Outcomes Examined","journal_name":"Journal of Educational Psychology, Vol. 76, No. 1, pp. 146-158. ","publication_date":{"day":null,"month":1,"year":1984,"errors":{}}},"translated_abstract":"The results of 6 experiments, with 493 undergraduates, question M. V. Covington and C. L. Omelich's (see PA, Vols 62:9720 and 63:2020) conclusions that (1) ability ascriptions generate greater pride for success and shame for failure than do effect attributions and (2) ability is more closely linked with positive self-esteem than is effort. It was demonstrated that some of the prior disagreement has been caused by a confounding of independent variables, in that manipulation of effort expenditure also implicated the perceived importance of a task. Hence, the positive relation between shame and high effort reported by Covington and Omelich was in part caused by a linkage between shame and failure at a task perceived as important. In addition, Covington and Omelich assessed public shame. It was demonstrated that, whereas shame was more closely linked with guilt and lack of effort, public shame was more closely associated with humiliation and low ability. It was also shown that the preference to be a student of high ability rather than high effort was in part due to the long-term instrumental value of ability rather than to a union between high ability and positive self-esteem. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369997/Affective_consequences_of_ability_versus_effort_ascriptions_Controversies_resolutions_and_quandaries","translated_internal_url":"","created_at":"2015-10-27T15:00:03.772-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":21218704,"work_id":17369997,"tagging_user_id":34438703,"tagged_user_id":null,"co_author_invite_id":1107017,"email":"j***b@u.washington.edu","display_order":0,"name":"Jonathon Brown","title":"Affective consequences of ability versus effort ascriptions: Controversies, resolutions, and quandaries"}],"downloadable_attachments":[{"id":39837535,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837535/thumbnails/1.jpg","file_name":"1984_-_Affective_Consequences_of_Ability_Versus_Effort_Ascriptions.pdf","download_url":"https://www.academia.edu/attachments/39837535/download_file","bulk_download_file_name":"Affective_consequences_of_ability_versus.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837535/1984_-_Affective_Consequences_of_Ability_Versus_Effort_Ascriptions-libre.pdf?1447091357=\u0026response-content-disposition=attachment%3B+filename%3DAffective_consequences_of_ability_versus.pdf\u0026Expires=1743457394\u0026Signature=MtlPZgP9uiPuF8LNYHKRUwLYpzooJTX33gwdb8o0-HzosIgv4HHg9Zsbz8-K8gytnaYyO0NCsngHFCs8TpZXd5wpEXo~nd5ORXToPAiHHIV~HzKWoxTV8Hwv9y5TmNqh9k2DKP0QT8LYzdruxEbgn5hs8Fd7xu3IUxIodbUyxh-UqXlceTFVTwUkfjvEJpr~lQNEZRtk~~NaTKYGHrtbfHy-VE-xq37mTTZkvmWy4UBrYLxfpXIdBdCjgxoOe6RxgzQbOZZYTkK23EP2nnElLGFC0RKaG-KFQOVHHuswvB8qkCnxw4zJL2exJ2O8gOqF8gHZP4d85PUdtxhk43yM6g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Affective_consequences_of_ability_versus_effort_ascriptions_Controversies_resolutions_and_quandaries","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"The results of 6 experiments, with 493 undergraduates, question M. V. Covington and C. L. Omelich's (see PA, Vols 62:9720 and 63:2020) conclusions that (1) ability ascriptions generate greater pride for success and shame for failure than do effect attributions and (2) ability is more closely linked with positive self-esteem than is effort. It was demonstrated that some of the prior disagreement has been caused by a confounding of independent variables, in that manipulation of effort expenditure also implicated the perceived importance of a task. Hence, the positive relation between shame and high effort reported by Covington and Omelich was in part caused by a linkage between shame and failure at a task perceived as important. In addition, Covington and Omelich assessed public shame. It was demonstrated that, whereas shame was more closely linked with guilt and lack of effort, public shame was more closely associated with humiliation and low ability. It was also shown that the preference to be a student of high ability rather than high effort was in part due to the long-term instrumental value of ability rather than to a union between high ability and positive self-esteem. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39837535,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837535/thumbnails/1.jpg","file_name":"1984_-_Affective_Consequences_of_Ability_Versus_Effort_Ascriptions.pdf","download_url":"https://www.academia.edu/attachments/39837535/download_file","bulk_download_file_name":"Affective_consequences_of_ability_versus.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837535/1984_-_Affective_Consequences_of_Ability_Versus_Effort_Ascriptions-libre.pdf?1447091357=\u0026response-content-disposition=attachment%3B+filename%3DAffective_consequences_of_ability_versus.pdf\u0026Expires=1743457394\u0026Signature=MtlPZgP9uiPuF8LNYHKRUwLYpzooJTX33gwdb8o0-HzosIgv4HHg9Zsbz8-K8gytnaYyO0NCsngHFCs8TpZXd5wpEXo~nd5ORXToPAiHHIV~HzKWoxTV8Hwv9y5TmNqh9k2DKP0QT8LYzdruxEbgn5hs8Fd7xu3IUxIodbUyxh-UqXlceTFVTwUkfjvEJpr~lQNEZRtk~~NaTKYGHrtbfHy-VE-xq37mTTZkvmWy4UBrYLxfpXIdBdCjgxoOe6RxgzQbOZZYTkK23EP2nnElLGFC0RKaG-KFQOVHHuswvB8qkCnxw4zJL2exJ2O8gOqF8gHZP4d85PUdtxhk43yM6g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":1419742,"name":"Self Esteem","url":"https://www.academia.edu/Documents/in/Self_Esteem"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369997-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370001"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370001/May_I_borrow_your_class_notes_An_attributional_analysis_of_judgments_of_help_giving_in_an_achievement_related_context"><img alt="Research paper thumbnail of May I borrow your class notes? An attributional analysis of judgments of help giving in an achievement-related context" class="work-thumbnail" src="https://attachments.academia-assets.com/39837453/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370001/May_I_borrow_your_class_notes_An_attributional_analysis_of_judgments_of_help_giving_in_an_achievement_related_context">May I borrow your class notes? An attributional analysis of judgments of help giving in an achievement-related context</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Two simulation experiments described a student seeking to borrow class notes. The notes were need...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Two simulation experiments described a student seeking to borrow class notes. The notes were needed either because of a lack of academic effort or because of a physical disability. The perceived controllability of the cause, affective reactions, and the likelihood of lending one's notes were ascertained. A total of 245 undergraduates served as Ss. It was found that (a) lack of effort, perceived controllability, anger, and neglect and (b) lack of ability, perceived uncontrollability, pity, and help formed 2 constellations of associations. There was also suggestive evidence of an attribution–affect–action motivational sequence, in which thoughts determine what is felt and feelings determine what is done. (8 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="88d0d4ba9f349aee74598cb61b26dc05" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39837453,"asset_id":17370001,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39837453/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370001"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370001"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370001; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370001]").text(description); $(".js-view-count[data-work-id=17370001]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370001; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370001']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "88d0d4ba9f349aee74598cb61b26dc05" } } $('.js-work-strip[data-work-id=17370001]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370001,"title":"May I borrow your class notes? An attributional analysis of judgments of help giving in an achievement-related context","translated_title":"","metadata":{"abstract":"Two simulation experiments described a student seeking to borrow class notes. The notes were needed either because of a lack of academic effort or because of a physical disability. The perceived controllability of the cause, affective reactions, and the likelihood of lending one's notes were ascertained. A total of 245 undergraduates served as Ss. It was found that (a) lack of effort, perceived controllability, anger, and neglect and (b) lack of ability, perceived uncontrollability, pity, and help formed 2 constellations of associations. There was also suggestive evidence of an attribution–affect–action motivational sequence, in which thoughts determine what is felt and feelings determine what is done. (8 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Borrowing Notes: Attribution and Help-Giving","journal_name":"Journal of Educational Psychology, Vol. 72, No. 5, pp. 676-681. ","publication_date":{"day":null,"month":9,"year":1980,"errors":{}}},"translated_abstract":"Two simulation experiments described a student seeking to borrow class notes. The notes were needed either because of a lack of academic effort or because of a physical disability. The perceived controllability of the cause, affective reactions, and the likelihood of lending one's notes were ascertained. A total of 245 undergraduates served as Ss. It was found that (a) lack of effort, perceived controllability, anger, and neglect and (b) lack of ability, perceived uncontrollability, pity, and help formed 2 constellations of associations. There was also suggestive evidence of an attribution–affect–action motivational sequence, in which thoughts determine what is felt and feelings determine what is done. (8 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370001/May_I_borrow_your_class_notes_An_attributional_analysis_of_judgments_of_help_giving_in_an_achievement_related_context","translated_internal_url":"","created_at":"2015-10-27T15:00:04.399-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39837453,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837453/thumbnails/1.jpg","file_name":"1980_-__May_I_Borrow_Your_Class_Notes.pdf","download_url":"https://www.academia.edu/attachments/39837453/download_file","bulk_download_file_name":"May_I_borrow_your_class_notes_An_attribu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837453/1980_-__May_I_Borrow_Your_Class_Notes-libre.pdf?1447091305=\u0026response-content-disposition=attachment%3B+filename%3DMay_I_borrow_your_class_notes_An_attribu.pdf\u0026Expires=1743457394\u0026Signature=McomniCgnlH1UVNE74f0pOzLlhmqOTlWBFiP7b9cGHSUCgQ1uLAp6rBzMD9bzfu~VqoEW4KmYMd60lPsnZC8AtkL4SPC21lBkH9XraTiwneqNKIf1l4x4chQdX6TBURorgWjd6bVEAc4-kStDCexFz80I1FA7EWYqjcF7NcDE1yNG90YPUBkaApX~42mHnnMpxKAAJsSERLOVQ6HUNZwxoOWsQHzZhcqtSWrSR3aDSq7Bz5~7wWmrHLjxUjCm4zrhF2VuYDC3cyFqcWKanKwkAvwcX7m6CYs2tqm9XdYh09K-VaCXE-d2lYx5mqhO2o7j2FbKG5hmw7pen~8xAxgvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"May_I_borrow_your_class_notes_An_attributional_analysis_of_judgments_of_help_giving_in_an_achievement_related_context","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"Two simulation experiments described a student seeking to borrow class notes. The notes were needed either because of a lack of academic effort or because of a physical disability. The perceived controllability of the cause, affective reactions, and the likelihood of lending one's notes were ascertained. A total of 245 undergraduates served as Ss. It was found that (a) lack of effort, perceived controllability, anger, and neglect and (b) lack of ability, perceived uncontrollability, pity, and help formed 2 constellations of associations. There was also suggestive evidence of an attribution–affect–action motivational sequence, in which thoughts determine what is felt and feelings determine what is done. (8 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39837453,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837453/thumbnails/1.jpg","file_name":"1980_-__May_I_Borrow_Your_Class_Notes.pdf","download_url":"https://www.academia.edu/attachments/39837453/download_file","bulk_download_file_name":"May_I_borrow_your_class_notes_An_attribu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837453/1980_-__May_I_Borrow_Your_Class_Notes-libre.pdf?1447091305=\u0026response-content-disposition=attachment%3B+filename%3DMay_I_borrow_your_class_notes_An_attribu.pdf\u0026Expires=1743457394\u0026Signature=McomniCgnlH1UVNE74f0pOzLlhmqOTlWBFiP7b9cGHSUCgQ1uLAp6rBzMD9bzfu~VqoEW4KmYMd60lPsnZC8AtkL4SPC21lBkH9XraTiwneqNKIf1l4x4chQdX6TBURorgWjd6bVEAc4-kStDCexFz80I1FA7EWYqjcF7NcDE1yNG90YPUBkaApX~42mHnnMpxKAAJsSERLOVQ6HUNZwxoOWsQHzZhcqtSWrSR3aDSq7Bz5~7wWmrHLjxUjCm4zrhF2VuYDC3cyFqcWKanKwkAvwcX7m6CYs2tqm9XdYh09K-VaCXE-d2lYx5mqhO2o7j2FbKG5hmw7pen~8xAxgvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":207826,"name":"Physical disability","url":"https://www.academia.edu/Documents/in/Physical_disability"},{"id":550568,"name":"Simulation experiment","url":"https://www.academia.edu/Documents/in/Simulation_experiment"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370001-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370003"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370003/Alls_well_that_ends"><img alt="Research paper thumbnail of All's well that ends" class="work-thumbnail" src="https://attachments.academia-assets.com/39837406/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370003/Alls_well_that_ends">All's well that ends</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Responds to comments by M. V. Covington and and C. L. Omelich (see record 1984-14990-001) on the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Responds to comments by M. V. Covington and and C. L. Omelich (see record 1984-14990-001) on the present authors' (see record 1984-14988-001) experimental examination of the affective consequences of ability and effort attributions. It is suggested that there appears to be agreement between the 2 positions with regard to the affective meaning of attributions for achievement and the relation of outcome, effort, and ability to feelings of self-worth, although differences remain concerning the concepts of salience or centrality, the importance of the identification of determinants of happiness or unhappiness, and methodological considerations. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f5b38e002477c7de774300e97b5b1e0a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39837406,"asset_id":17370003,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39837406/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370003"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370003"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370003; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370003]").text(description); $(".js-view-count[data-work-id=17370003]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370003; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370003']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f5b38e002477c7de774300e97b5b1e0a" } } $('.js-work-strip[data-work-id=17370003]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370003,"title":"All's well that ends","translated_title":"","metadata":{"abstract":"Responds to comments by M. V. Covington and and C. L. Omelich (see record 1984-14990-001) on the present authors' (see record 1984-14988-001) experimental examination of the affective consequences of ability and effort attributions. It is suggested that there appears to be agreement between the 2 positions with regard to the affective meaning of attributions for achievement and the relation of outcome, effort, and ability to feelings of self-worth, although differences remain concerning the concepts of salience or centrality, the importance of the identification of determinants of happiness or unhappiness, and methodological considerations. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Journal of Educational Psychology, Vol. 76, No. 1, pp. 169-171","publication_date":{"day":null,"month":1,"year":1984,"errors":{}}},"translated_abstract":"Responds to comments by M. V. Covington and and C. L. Omelich (see record 1984-14990-001) on the present authors' (see record 1984-14988-001) experimental examination of the affective consequences of ability and effort attributions. It is suggested that there appears to be agreement between the 2 positions with regard to the affective meaning of attributions for achievement and the relation of outcome, effort, and ability to feelings of self-worth, although differences remain concerning the concepts of salience or centrality, the importance of the identification of determinants of happiness or unhappiness, and methodological considerations. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370003/Alls_well_that_ends","translated_internal_url":"","created_at":"2015-10-27T15:00:05.340-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39837406,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837406/thumbnails/1.jpg","file_name":"1986_-_Alls_Well_That_Ends.pdf","download_url":"https://www.academia.edu/attachments/39837406/download_file","bulk_download_file_name":"Alls_well_that_ends.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837406/1986_-_Alls_Well_That_Ends-libre.pdf?1447091284=\u0026response-content-disposition=attachment%3B+filename%3DAlls_well_that_ends.pdf\u0026Expires=1743457394\u0026Signature=fUPJvwcwVLqmZKIc-1bCgisOocIKVe4SXK-YKZiJif4AK0PtqJI~iYu~~e~MEar1EdYlmnitSNeMSZjS4~BBvQN8d1y4IA0VJPzAo0F5neRMGTfErH0m517BIwDg6lI-JSydh1X-U7VQYlQfMZ334XoEAg9YK0ZaIP4OoOKcJYEcfF2Us1P8yQEmx~jsd5EzGz8kV~SvgORNUm0wNbnfh7WVb0F5yTjGJEEXd8Of~U7bXp1r9CRSf~DO4v43KGUCHFexwpMI0n3nDNNck53u7wPXxNCDRR9J5STrSg-JCto6LWUq331oH3qm2YFGhaDF6jjLVtY0xNyRzNJLRGJzpQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Alls_well_that_ends","translated_slug":"","page_count":3,"language":"en","content_type":"Work","summary":"Responds to comments by M. V. Covington and and C. L. Omelich (see record 1984-14990-001) on the present authors' (see record 1984-14988-001) experimental examination of the affective consequences of ability and effort attributions. It is suggested that there appears to be agreement between the 2 positions with regard to the affective meaning of attributions for achievement and the relation of outcome, effort, and ability to feelings of self-worth, although differences remain concerning the concepts of salience or centrality, the importance of the identification of determinants of happiness or unhappiness, and methodological considerations. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39837406,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837406/thumbnails/1.jpg","file_name":"1986_-_Alls_Well_That_Ends.pdf","download_url":"https://www.academia.edu/attachments/39837406/download_file","bulk_download_file_name":"Alls_well_that_ends.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837406/1986_-_Alls_Well_That_Ends-libre.pdf?1447091284=\u0026response-content-disposition=attachment%3B+filename%3DAlls_well_that_ends.pdf\u0026Expires=1743457394\u0026Signature=fUPJvwcwVLqmZKIc-1bCgisOocIKVe4SXK-YKZiJif4AK0PtqJI~iYu~~e~MEar1EdYlmnitSNeMSZjS4~BBvQN8d1y4IA0VJPzAo0F5neRMGTfErH0m517BIwDg6lI-JSydh1X-U7VQYlQfMZ334XoEAg9YK0ZaIP4OoOKcJYEcfF2Us1P8yQEmx~jsd5EzGz8kV~SvgORNUm0wNbnfh7WVb0F5yTjGJEEXd8Of~U7bXp1r9CRSf~DO4v43KGUCHFexwpMI0n3nDNNck53u7wPXxNCDRR9J5STrSg-JCto6LWUq331oH3qm2YFGhaDF6jjLVtY0xNyRzNJLRGJzpQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370003-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370005"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370005/Some_methodological_pitfalls_in_attributional_research"><img alt="Research paper thumbnail of Some methodological pitfalls in attributional research" class="work-thumbnail" src="https://attachments.academia-assets.com/39837289/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370005/Some_methodological_pitfalls_in_attributional_research">Some methodological pitfalls in attributional research</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Points out a number of methodological errors in attributional research. They include failure of t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Points out a number of methodological errors in attributional research. They include failure of the causal manipulation, insufficient sampling of causal alternatives, inaccurate classification of causes on various dimensions, prediction of expectancy of success rather than expectancy change, use of preference as an indicator of affect, insufficient representation of affects, and the use of dependent variables, such as exam performance, that provide inappropriate testing grounds for attribution theory. Some of these errors are documented with simple demonstration experiments. In addition, methodological suggestions are offered. (47 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d56d3c2a83ddc70a01fdd32450def16f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39837289,"asset_id":17370005,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39837289/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370005"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370005"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370005; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370005]").text(description); $(".js-view-count[data-work-id=17370005]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370005; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370005']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d56d3c2a83ddc70a01fdd32450def16f" } } $('.js-work-strip[data-work-id=17370005]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370005,"title":"Some methodological pitfalls in attributional research","translated_title":"","metadata":{"abstract":"Points out a number of methodological errors in attributional research. They include failure of the causal manipulation, insufficient sampling of causal alternatives, inaccurate classification of causes on various dimensions, prediction of expectancy of success rather than expectancy change, use of preference as an indicator of affect, insufficient representation of affects, and the use of dependent variables, such as exam performance, that provide inappropriate testing grounds for attribution theory. Some of these errors are documented with simple demonstration experiments. In addition, methodological suggestions are offered. (47 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Methodological Errors in Attributional Research","journal_name":"Journal of Educational Psychology, Vol. 75, No. 4, pp. 530-543","publication_date":{"day":null,"month":7,"year":1983,"errors":{}}},"translated_abstract":"Points out a number of methodological errors in attributional research. They include failure of the causal manipulation, insufficient sampling of causal alternatives, inaccurate classification of causes on various dimensions, prediction of expectancy of success rather than expectancy change, use of preference as an indicator of affect, insufficient representation of affects, and the use of dependent variables, such as exam performance, that provide inappropriate testing grounds for attribution theory. Some of these errors are documented with simple demonstration experiments. In addition, methodological suggestions are offered. (47 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370005/Some_methodological_pitfalls_in_attributional_research","translated_internal_url":"","created_at":"2015-10-27T15:00:05.732-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39837289,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837289/thumbnails/1.jpg","file_name":"1983_-_Some_Methodological_Pitfalls_in_Attributional_Research.pdf","download_url":"https://www.academia.edu/attachments/39837289/download_file","bulk_download_file_name":"Some_methodological_pitfalls_in_attribut.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837289/1983_-_Some_Methodological_Pitfalls_in_Attributional_Research-libre.pdf?1447089895=\u0026response-content-disposition=attachment%3B+filename%3DSome_methodological_pitfalls_in_attribut.pdf\u0026Expires=1743457394\u0026Signature=BsrVue7OOiIjVjDQwvX7uvmLdtoX5hc7oAOZokcWTmSNI9qthgmmaofv5Etv3wr87dwKXdQt562uZJmSjOwoW1netiZkKoHt~gZb5DmvAiVcDbhOyv8ZlSDps8LbjhdXVPW8GSrUrv8ekAfVoje0Jhn9LmavHhHYLP3lyJSkbWsJPdej9koMVSTpR0Caod8ntIWrAYAeZoZvY47R0RX9oiH1T7sK2nne7Z92u9deVpM2Ty27dXJ2Tgz4gMNA2Iyrr5cf~0FEqem1ajh1JvAjDwJkmlgFfTZH3uWUHRlUYYKaMiBxHCRZRSseDbPYj7d70xfhg9ldcQT26kJHdL~5~A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Some_methodological_pitfalls_in_attributional_research","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Points out a number of methodological errors in attributional research. They include failure of the causal manipulation, insufficient sampling of causal alternatives, inaccurate classification of causes on various dimensions, prediction of expectancy of success rather than expectancy change, use of preference as an indicator of affect, insufficient representation of affects, and the use of dependent variables, such as exam performance, that provide inappropriate testing grounds for attribution theory. Some of these errors are documented with simple demonstration experiments. In addition, methodological suggestions are offered. (47 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39837289,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837289/thumbnails/1.jpg","file_name":"1983_-_Some_Methodological_Pitfalls_in_Attributional_Research.pdf","download_url":"https://www.academia.edu/attachments/39837289/download_file","bulk_download_file_name":"Some_methodological_pitfalls_in_attribut.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837289/1983_-_Some_Methodological_Pitfalls_in_Attributional_Research-libre.pdf?1447089895=\u0026response-content-disposition=attachment%3B+filename%3DSome_methodological_pitfalls_in_attribut.pdf\u0026Expires=1743457394\u0026Signature=BsrVue7OOiIjVjDQwvX7uvmLdtoX5hc7oAOZokcWTmSNI9qthgmmaofv5Etv3wr87dwKXdQt562uZJmSjOwoW1netiZkKoHt~gZb5DmvAiVcDbhOyv8ZlSDps8LbjhdXVPW8GSrUrv8ekAfVoje0Jhn9LmavHhHYLP3lyJSkbWsJPdej9koMVSTpR0Caod8ntIWrAYAeZoZvY47R0RX9oiH1T7sK2nne7Z92u9deVpM2Ty27dXJ2Tgz4gMNA2Iyrr5cf~0FEqem1ajh1JvAjDwJkmlgFfTZH3uWUHRlUYYKaMiBxHCRZRSseDbPYj7d70xfhg9ldcQT26kJHdL~5~A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370005-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370015"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370015/Is_hostility_linked_with_affiliation_among_males_and_with_achievement_among_females_A_critique_of_Pollak_and_Gilligan"><img alt="Research paper thumbnail of Is hostility linked with affiliation among males and with achievement among females? A critique of Pollak and Gilligan" class="work-thumbnail" src="https://attachments.academia-assets.com/39814133/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370015/Is_hostility_linked_with_affiliation_among_males_and_with_achievement_among_females_A_critique_of_Pollak_and_Gilligan">Is hostility linked with affiliation among males and with achievement among females? A critique of Pollak and Gilligan</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This investigation attempted to replicate and to clarify methodologically an investigation by Pol...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This investigation attempted to replicate and to clarify methodologically an investigation by Pollak and Gilligan (1982). Those investigators reported sex differences in violence imagery to Thematic Apperception Test (TAT) pictures depicting affiliation and achievement situations. Pollak and Gilligan concluded that men perceive danger in situations of affiliation whereas women perceive danger in situations of achievement. It was demonstrated in the present study that Pollak and Gilligan incorrectly classified TAT cards into motivational categories, which may have resulted in incorrect inferences. In addition, their findings could not be replicated when using four different systems for classifying TAT cards into motivational categories. Other potential sources of error in their research, including a restrictive scoring scheme for hostility, unusual instructions, and failure to control for sex role in the TAT pictures, did not influence the pattern of results.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e9c8bbf52f05446fa910d8950180eb1d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39814133,"asset_id":17370015,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39814133/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370015"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370015"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370015; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370015]").text(description); $(".js-view-count[data-work-id=17370015]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370015; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370015']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e9c8bbf52f05446fa910d8950180eb1d" } } $('.js-work-strip[data-work-id=17370015]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370015,"title":"Is hostility linked with affiliation among males and with achievement among females? A critique of Pollak and Gilligan","translated_title":"","metadata":{"abstract":"This investigation attempted to replicate and to clarify methodologically an investigation by Pollak and Gilligan (1982). Those investigators reported sex differences in violence imagery to Thematic Apperception Test (TAT) pictures depicting affiliation and achievement situations. Pollak and Gilligan concluded that men perceive danger in situations of affiliation whereas women perceive danger in situations of achievement. It was demonstrated in the present study that Pollak and Gilligan incorrectly classified TAT cards into motivational categories, which may have resulted in incorrect inferences. In addition, their findings could not be replicated when using four different systems for classifying TAT cards into motivational categories. Other potential sources of error in their research, including a restrictive scoring scheme for hostility, unusual instructions, and failure to control for sex role in the TAT pictures, did not influence the pattern of results.","ai_title_tag":"Hostility and Motivation: A Critical Review","journal_name":"Journal of Personality and Social Psychology, Vol. 45, No. 5, pp.1167-78","publication_date":{"day":null,"month":12,"year":1983,"errors":{}}},"translated_abstract":"This investigation attempted to replicate and to clarify methodologically an investigation by Pollak and Gilligan (1982). Those investigators reported sex differences in violence imagery to Thematic Apperception Test (TAT) pictures depicting affiliation and achievement situations. Pollak and Gilligan concluded that men perceive danger in situations of affiliation whereas women perceive danger in situations of achievement. It was demonstrated in the present study that Pollak and Gilligan incorrectly classified TAT cards into motivational categories, which may have resulted in incorrect inferences. In addition, their findings could not be replicated when using four different systems for classifying TAT cards into motivational categories. Other potential sources of error in their research, including a restrictive scoring scheme for hostility, unusual instructions, and failure to control for sex role in the TAT pictures, did not influence the pattern of results.","internal_url":"https://www.academia.edu/17370015/Is_hostility_linked_with_affiliation_among_males_and_with_achievement_among_females_A_critique_of_Pollak_and_Gilligan","translated_internal_url":"","created_at":"2015-10-27T15:00:08.113-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39814133,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39814133/thumbnails/1.jpg","file_name":"1983_-_Is_Hostility_Linked_With_Affiliation_Among_Males.pdf","download_url":"https://www.academia.edu/attachments/39814133/download_file","bulk_download_file_name":"Is_hostility_linked_with_affiliation_amo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39814133/1983_-_Is_Hostility_Linked_With_Affiliation_Among_Males-libre.pdf?1447042712=\u0026response-content-disposition=attachment%3B+filename%3DIs_hostility_linked_with_affiliation_amo.pdf\u0026Expires=1743457394\u0026Signature=a3y8ymSZSXDhDqn3xYlKK9zBP4IDlMIS-RptlasR5IAaf8PvLmTbofpGuf-LFvrcFhL9V7hcCB~1McM2hT2ADE5D003E9gTihORcUsZdYoh8LHK7NX4EXqACMYlUWZGo4jtk90IztbsbsqJFrXsvAiZLs-V3lRkD5MSDi6Bn~EVYRcJF7rWgXNvNoaxm5BLM6EpzqP9g6hwcwiKyzHm42GpCaAy5Pre9eeAL5l~pt6FcZdmNOHQFH0OWYJYiP1dEQ3xk2Sdd5-WakH0KtQiOdfpDOPKM8J4P~d3cy~1IPsf7OR4s-6EeKzdlI1TGHJK2oUB0m9rJ2wLxCVhy5SyOYw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Is_hostility_linked_with_affiliation_among_males_and_with_achievement_among_females_A_critique_of_Pollak_and_Gilligan","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":"This investigation attempted to replicate and to clarify methodologically an investigation by Pollak and Gilligan (1982). Those investigators reported sex differences in violence imagery to Thematic Apperception Test (TAT) pictures depicting affiliation and achievement situations. Pollak and Gilligan concluded that men perceive danger in situations of affiliation whereas women perceive danger in situations of achievement. It was demonstrated in the present study that Pollak and Gilligan incorrectly classified TAT cards into motivational categories, which may have resulted in incorrect inferences. In addition, their findings could not be replicated when using four different systems for classifying TAT cards into motivational categories. Other potential sources of error in their research, including a restrictive scoring scheme for hostility, unusual instructions, and failure to control for sex role in the TAT pictures, did not influence the pattern of results.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39814133,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39814133/thumbnails/1.jpg","file_name":"1983_-_Is_Hostility_Linked_With_Affiliation_Among_Males.pdf","download_url":"https://www.academia.edu/attachments/39814133/download_file","bulk_download_file_name":"Is_hostility_linked_with_affiliation_amo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39814133/1983_-_Is_Hostility_Linked_With_Affiliation_Among_Males-libre.pdf?1447042712=\u0026response-content-disposition=attachment%3B+filename%3DIs_hostility_linked_with_affiliation_amo.pdf\u0026Expires=1743457394\u0026Signature=a3y8ymSZSXDhDqn3xYlKK9zBP4IDlMIS-RptlasR5IAaf8PvLmTbofpGuf-LFvrcFhL9V7hcCB~1McM2hT2ADE5D003E9gTihORcUsZdYoh8LHK7NX4EXqACMYlUWZGo4jtk90IztbsbsqJFrXsvAiZLs-V3lRkD5MSDi6Bn~EVYRcJF7rWgXNvNoaxm5BLM6EpzqP9g6hwcwiKyzHm42GpCaAy5Pre9eeAL5l~pt6FcZdmNOHQFH0OWYJYiP1dEQ3xk2Sdd5-WakH0KtQiOdfpDOPKM8J4P~d3cy~1IPsf7OR4s-6EeKzdlI1TGHJK2oUB0m9rJ2wLxCVhy5SyOYw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1697,"name":"Violence","url":"https://www.academia.edu/Documents/in/Violence"},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":181358,"name":"Fantasy","url":"https://www.academia.edu/Documents/in/Fantasy"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":413192,"name":"Sex Factors","url":"https://www.academia.edu/Documents/in/Sex_Factors"},{"id":582257,"name":"Hostility","url":"https://www.academia.edu/Documents/in/Hostility"},{"id":1179296,"name":"Thematic Apperception Test","url":"https://www.academia.edu/Documents/in/Thematic_Apperception_Test"},{"id":1734396,"name":"Object Attachment","url":"https://www.academia.edu/Documents/in/Object_Attachment"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370015-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370016"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370016/Compounding_the_errors_A_reply_to_Pollak_and_Gilligan"><img alt="Research paper thumbnail of Compounding the errors: A reply to Pollak and Gilligan" class="work-thumbnail" src="https://attachments.academia-assets.com/39807281/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370016/Compounding_the_errors_A_reply_to_Pollak_and_Gilligan">Compounding the errors: A reply to Pollak and Gilligan</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Responds to a rebuttal by S. Pollak and C. Gilligan (see record 1984-12283-001) of the present au...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Responds to a rebuttal by S. Pollak and C. Gilligan (see record 1984-12283-001) of the present authors' (see record 1984-12235-001) criticisms of Pollak and Gilligan's (see record 1982-23594-001) study of males and females' violent TAT responses. In addition to not addressing the prior criticisms, it is argued that Pollak and Gilligan introduce 3 new sources of errors regarding their misunderstanding of experimental replication, fantasy classification, and statistical inference. (3 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2aebca0b1d37a650e6cf98ec01ff7070" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39807281,"asset_id":17370016,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39807281/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370016"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370016"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370016; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370016]").text(description); $(".js-view-count[data-work-id=17370016]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370016; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370016']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2aebca0b1d37a650e6cf98ec01ff7070" } } $('.js-work-strip[data-work-id=17370016]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370016,"title":"Compounding the errors: A reply to Pollak and Gilligan","translated_title":"","metadata":{"abstract":"Responds to a rebuttal by S. Pollak and C. Gilligan (see record 1984-12283-001) of the present authors' (see record 1984-12235-001) criticisms of Pollak and Gilligan's (see record 1982-23594-001) study of males and females' violent TAT responses. In addition to not addressing the prior criticisms, it is argued that Pollak and Gilligan introduce 3 new sources of errors regarding their misunderstanding of experimental replication, fantasy classification, and statistical inference. (3 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Errors in Pollak and Gilligan's Study","journal_name":"Journal of Personality and Social Psychology, Vol. 45, No. 5, pp. 1176-1178","publication_date":{"day":null,"month":10,"year":1983,"errors":{}}},"translated_abstract":"Responds to a rebuttal by S. Pollak and C. Gilligan (see record 1984-12283-001) of the present authors' (see record 1984-12235-001) criticisms of Pollak and Gilligan's (see record 1982-23594-001) study of males and females' violent TAT responses. In addition to not addressing the prior criticisms, it is argued that Pollak and Gilligan introduce 3 new sources of errors regarding their misunderstanding of experimental replication, fantasy classification, and statistical inference. (3 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370016/Compounding_the_errors_A_reply_to_Pollak_and_Gilligan","translated_internal_url":"","created_at":"2015-10-27T15:00:08.252-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39807281,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39807281/thumbnails/1.jpg","file_name":"1983_-_Compounding_the_Errors.pdf","download_url":"https://www.academia.edu/attachments/39807281/download_file","bulk_download_file_name":"Compounding_the_errors_A_reply_to_Pollak.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39807281/1983_-_Compounding_the_Errors-libre.pdf?1447019268=\u0026response-content-disposition=attachment%3B+filename%3DCompounding_the_errors_A_reply_to_Pollak.pdf\u0026Expires=1743457394\u0026Signature=I2zqAo6naAuk6aBzaKG3KAGwTOmovkql~MiLuZdYDuMchlnvaAcmO71VtNq3Kto6auoStFh7GLAi2pHlg6L56mpCsxCU0XMvRHPOsAPhKxNnUCvYgcUKZUYzLbPf83WV3Ay9f5la-1YLjjSyWH6f6RmcMEvAIOgaFWXwG0QoBWiNrw3Wh4zDoIEw5HtgZfTsDn64XKPPDPXPSrl1Rcql6Ri3AkPbD~zkQ-yms~KaFbX2ST6VwzdvxwyhU02hYHUcvObql1kagL4sH9Txp~nikh5ZUTAX-hFKbpoGFkQb7OyVcGRwFvfmkSVCAFJN5F6YMxfyV07ba~ojFWhcyVIjyQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Compounding_the_errors_A_reply_to_Pollak_and_Gilligan","translated_slug":"","page_count":3,"language":"en","content_type":"Work","summary":"Responds to a rebuttal by S. Pollak and C. Gilligan (see record 1984-12283-001) of the present authors' (see record 1984-12235-001) criticisms of Pollak and Gilligan's (see record 1982-23594-001) study of males and females' violent TAT responses. In addition to not addressing the prior criticisms, it is argued that Pollak and Gilligan introduce 3 new sources of errors regarding their misunderstanding of experimental replication, fantasy classification, and statistical inference. (3 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39807281,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39807281/thumbnails/1.jpg","file_name":"1983_-_Compounding_the_Errors.pdf","download_url":"https://www.academia.edu/attachments/39807281/download_file","bulk_download_file_name":"Compounding_the_errors_A_reply_to_Pollak.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39807281/1983_-_Compounding_the_Errors-libre.pdf?1447019268=\u0026response-content-disposition=attachment%3B+filename%3DCompounding_the_errors_A_reply_to_Pollak.pdf\u0026Expires=1743457394\u0026Signature=I2zqAo6naAuk6aBzaKG3KAGwTOmovkql~MiLuZdYDuMchlnvaAcmO71VtNq3Kto6auoStFh7GLAi2pHlg6L56mpCsxCU0XMvRHPOsAPhKxNnUCvYgcUKZUYzLbPf83WV3Ay9f5la-1YLjjSyWH6f6RmcMEvAIOgaFWXwG0QoBWiNrw3Wh4zDoIEw5HtgZfTsDn64XKPPDPXPSrl1Rcql6Ri3AkPbD~zkQ-yms~KaFbX2ST6VwzdvxwyhU02hYHUcvObql1kagL4sH9Txp~nikh5ZUTAX-hFKbpoGFkQb7OyVcGRwFvfmkSVCAFJN5F6YMxfyV07ba~ojFWhcyVIjyQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370016-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4318416" id="1970s"><div class="js-work-strip profile--work_container" data-work-id="17370175"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370175/Cognition_and_Consciousness_in_Nonhuman_Species_Comment"><img alt="Research paper thumbnail of Cognition and Consciousness in Nonhuman Species--Comment" class="work-thumbnail" src="https://attachments.academia-assets.com/39536236/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370175/Cognition_and_Consciousness_in_Nonhuman_Species_Comment">Cognition and Consciousness in Nonhuman Species--Comment</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ff7e04962782842ee84bde921adfc49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39536236,"asset_id":17370175,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39536236/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370175"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370175"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370175; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370175]").text(description); $(".js-view-count[data-work-id=17370175]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370175; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370175']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1ff7e04962782842ee84bde921adfc49" } } $('.js-work-strip[data-work-id=17370175]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370175,"title":"Cognition and Consciousness in Nonhuman Species--Comment","translated_title":"","metadata":{"journal_name":"the Behavioral and Brain Sciences, Vol. 4, pp. 606-7","publication_date":{"day":null,"month":null,"year":1978,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370175/Cognition_and_Consciousness_in_Nonhuman_Species_Comment","translated_internal_url":"","created_at":"2015-10-27T15:00:40.332-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39536236,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536236/thumbnails/1.jpg","file_name":"1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species.pdf","download_url":"https://www.academia.edu/attachments/39536236/download_file","bulk_download_file_name":"Cognition_and_Consciousness_in_Nonhuman.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536236/1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species-libre.pdf?1446157203=\u0026response-content-disposition=attachment%3B+filename%3DCognition_and_Consciousness_in_Nonhuman.pdf\u0026Expires=1743549637\u0026Signature=e9FJhXjt-sbi0fXe2vxLM92eViXr4De20tvIvSufZIdK1vc~ARrqzupwGfC-83XpwdVujXSLpVD4~1vpbdq3zQn6WrhRLbWg1NvsYPu8gExBIrfFyi5cZChW425K9AbXy~-X-YdANkBkPkmijfJskeHyUBHo8NgdBwohr2iiXAFVRX5d0ycbrMDP9R5s-IGwVODLO9yYFC0Sjqy0DV~2SQzN8gbJgq1UTiQD9Sr3dmSsbwS5lFvd0gL3h~vewR0B0pNn0U~qI7HfgkZQVRCI1JcKyqKUTsoNY7tA7Ahc5GgCBVa8T~TVo-SxcX5YEFuqOMf8zVQ9xlLI6UvxmmFy1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Cognition_and_Consciousness_in_Nonhuman_Species_Comment","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39536236,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536236/thumbnails/1.jpg","file_name":"1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species.pdf","download_url":"https://www.academia.edu/attachments/39536236/download_file","bulk_download_file_name":"Cognition_and_Consciousness_in_Nonhuman.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536236/1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species-libre.pdf?1446157203=\u0026response-content-disposition=attachment%3B+filename%3DCognition_and_Consciousness_in_Nonhuman.pdf\u0026Expires=1743549637\u0026Signature=e9FJhXjt-sbi0fXe2vxLM92eViXr4De20tvIvSufZIdK1vc~ARrqzupwGfC-83XpwdVujXSLpVD4~1vpbdq3zQn6WrhRLbWg1NvsYPu8gExBIrfFyi5cZChW425K9AbXy~-X-YdANkBkPkmijfJskeHyUBHo8NgdBwohr2iiXAFVRX5d0ycbrMDP9R5s-IGwVODLO9yYFC0Sjqy0DV~2SQzN8gbJgq1UTiQD9Sr3dmSsbwS5lFvd0gL3h~vewR0B0pNn0U~qI7HfgkZQVRCI1JcKyqKUTsoNY7tA7Ahc5GgCBVa8T~TVo-SxcX5YEFuqOMf8zVQ9xlLI6UvxmmFy1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":39536230,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536230/thumbnails/1.jpg","file_name":"1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species.pdf","download_url":"https://www.academia.edu/attachments/39536230/download_file","bulk_download_file_name":"Cognition_and_Consciousness_in_Nonhuman.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536230/1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species-libre.pdf?1446157204=\u0026response-content-disposition=attachment%3B+filename%3DCognition_and_Consciousness_in_Nonhuman.pdf\u0026Expires=1743549637\u0026Signature=YiaX6P2fcNTix1vTEbcu17TxQQZKmXnMeD7ewf-VaUwP-uoJxTsqdWGClI059zi3cWlic4qGZDJ4cUd03DQfJaJ4~nC8Ke~smKD3b8DHtvEnsjc57pv-iAazM3vQVtfdmQzbR2Qn95QJ7BtaKnWWEnArNzjCWbBiz3aeBhZE3YGyhzy8qy72ynbzI4~8ue9vwwb~PLGqMwdJld1XL0utqeruAlfQGp221Nd1ma2DJjThWAqYqNQe1Pi5xJxMQmbvOkI91wImM6QHhn~DHH9OCJfRTlqjK-rro-DTEYYdVWJ12FmEZBqrqVYh9Yn29tZJfKtIW3wpm17E8w-yOYufSQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370175-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="15284355"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/15284355/Perceiving_the_causes_of_success_and_failure"><img alt="Research paper thumbnail of Perceiving the causes of success and failure" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Perceiving the causes of success and failure</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://pitt.academia.edu/IreneFrieze">Irene Frieze</a></span></div><div class="wp-workCard_item"><span>… of this paper …</span><span>, 1987</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Weiner, Bernard; Frieze, Irene; Kukla, Andy; Reed, Linda; Rest, Stanley; Rosenbaum, Robert M....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Weiner, Bernard; Frieze, Irene; Kukla, Andy; Reed, Linda; Rest, Stanley; Rosenbaum, Robert M. Jones, Edward E. (Ed); Kanouse, David E. (Ed); Kelley, Harold H. (Ed); Nisbett, Richard E. (Ed); Valins, Stuart (Ed); Weiner, Bernard (Ed), (1987). ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="15284355"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="15284355"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15284355; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15284355]").text(description); $(".js-view-count[data-work-id=15284355]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15284355; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='15284355']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=15284355]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":15284355,"title":"Perceiving the causes of success and failure","translated_title":"","metadata":{"abstract":"... Weiner, Bernard; Frieze, Irene; Kukla, Andy; Reed, Linda; Rest, Stanley; Rosenbaum, Robert M. Jones, Edward E. (Ed); Kanouse, David E. (Ed); Kelley, Harold H. (Ed); Nisbett, Richard E. (Ed); Valins, Stuart (Ed); Weiner, Bernard (Ed), (1987). ...","publisher":"Lawrence Erlbaum Associates, Inc","publication_date":{"day":null,"month":null,"year":1987,"errors":{}},"publication_name":"… of this paper …"},"translated_abstract":"... Weiner, Bernard; Frieze, Irene; Kukla, Andy; Reed, Linda; Rest, Stanley; Rosenbaum, Robert M. Jones, Edward E. (Ed); Kanouse, David E. (Ed); Kelley, Harold H. (Ed); Nisbett, Richard E. (Ed); Valins, Stuart (Ed); Weiner, Bernard (Ed), (1987). ...","internal_url":"https://www.academia.edu/15284355/Perceiving_the_causes_of_success_and_failure","translated_internal_url":"","created_at":"2015-08-30T13:03:20.521-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34372601,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":5265530,"work_id":15284355,"tagging_user_id":34372601,"tagged_user_id":34438703,"co_author_invite_id":1161167,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Perceiving the causes of success and failure"},{"id":5265537,"work_id":15284355,"tagging_user_id":34372601,"tagged_user_id":null,"co_author_invite_id":1180816,"email":"r***3@pitt.edu","display_order":4194304,"name":"R. Rosenbaum","title":"Perceiving the causes of success and failure"}],"downloadable_attachments":[],"slug":"Perceiving_the_causes_of_success_and_failure","translated_slug":"","page_count":null,"language":"is","content_type":"Work","summary":"... Weiner, Bernard; Frieze, Irene; Kukla, Andy; Reed, Linda; Rest, Stanley; Rosenbaum, Robert M. Jones, Edward E. (Ed); Kanouse, David E. (Ed); Kelley, Harold H. (Ed); Nisbett, Richard E. (Ed); Valins, Stuart (Ed); Weiner, Bernard (Ed), (1987). ...","owner":{"id":34372601,"first_name":"Irene","middle_initials":null,"last_name":"Frieze","page_name":"IreneFrieze","domain_name":"pitt","created_at":"2015-08-30T13:01:45.325-07:00","display_name":"Irene Frieze","url":"https://pitt.academia.edu/IreneFrieze"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-15284355-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369952"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17369952/Theories_of_motivation_From_mechanism_to_cognition"><img alt="Research paper thumbnail of Theories of motivation: From mechanism to cognition" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Theories of motivation: From mechanism to cognition</div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Theories of motivation: From mechanism to cognition. Post a Comment. CONTRIBUTORS: ... PUB TY...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Theories of motivation: From mechanism to cognition. Post a Comment. CONTRIBUTORS: ... PUB TYPE: Book (ISBN 084105018X ). VOLUME/EDITION: PAGES (INTRO/BODY): xxii, 474 p. SUBJECT(S): Motivation (Psychology). DISCIPLINE: Psychology. LC NUMBER: BF683 .W43 ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369952"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369952"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369952; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369952]").text(description); $(".js-view-count[data-work-id=17369952]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369952; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369952']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17369952]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369952,"title":"Theories of motivation: From mechanism to cognition","translated_title":"","metadata":{"abstract":"... Theories of motivation: From mechanism to cognition. Post a Comment. CONTRIBUTORS: ... PUB TYPE: Book (ISBN 084105018X ). VOLUME/EDITION: PAGES (INTRO/BODY): xxii, 474 p. SUBJECT(S): Motivation (Psychology). DISCIPLINE: Psychology. LC NUMBER: BF683 .W43 ...","more_info":"(Translated into German)","publisher":"Chicago: Rand McNally. ","publication_date":{"day":null,"month":null,"year":1972,"errors":{}}},"translated_abstract":"... Theories of motivation: From mechanism to cognition. Post a Comment. CONTRIBUTORS: ... PUB TYPE: Book (ISBN 084105018X ). VOLUME/EDITION: PAGES (INTRO/BODY): xxii, 474 p. SUBJECT(S): Motivation (Psychology). DISCIPLINE: Psychology. LC NUMBER: BF683 .W43 ...","internal_url":"https://www.academia.edu/17369952/Theories_of_motivation_From_mechanism_to_cognition","translated_internal_url":"","created_at":"2015-10-27T14:59:47.656-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Theories_of_motivation_From_mechanism_to_cognition","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"... Theories of motivation: From mechanism to cognition. Post a Comment. CONTRIBUTORS: ... PUB TYPE: Book (ISBN 084105018X ). VOLUME/EDITION: PAGES (INTRO/BODY): xxii, 474 p. SUBJECT(S): Motivation (Psychology). DISCIPLINE: Psychology. LC NUMBER: BF683 .W43 ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369952-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369958"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369958/Affective_consequences_of_causal_ascriptions"><img alt="Research paper thumbnail of Affective consequences of causal ascriptions" class="work-thumbnail" src="https://attachments.academia-assets.com/39847899/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369958/Affective_consequences_of_causal_ascriptions">Affective consequences of causal ascriptions</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="24f4befb03abb70fac6a942f9951e648" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39847899,"asset_id":17369958,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39847899/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369958"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369958"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369958; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369958]").text(description); $(".js-view-count[data-work-id=17369958]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369958; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369958']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "24f4befb03abb70fac6a942f9951e648" } } $('.js-work-strip[data-work-id=17369958]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369958,"title":"Affective consequences of causal ascriptions","translated_title":"","metadata":{"more_info":"In Harvey, J. \tH., Ickes, W. J., \u0026 Kidd, R. F. (Eds.), New directions in attribution research, Vol. 2. (pp. 59-90). Hillsdale, N. J.: Erlbaum","publication_date":{"day":null,"month":null,"year":1978,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17369958/Affective_consequences_of_causal_ascriptions","translated_internal_url":"","created_at":"2015-10-27T14:59:50.798-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39847899,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39847899/thumbnails/1.jpg","file_name":"Affective_Consequences_of_Causal_Ascriptions.pdf","download_url":"https://www.academia.edu/attachments/39847899/download_file","bulk_download_file_name":"Affective_consequences_of_causal_ascript.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39847899/Affective_Consequences_of_Causal_Ascriptions-libre.pdf?1447117538=\u0026response-content-disposition=attachment%3B+filename%3DAffective_consequences_of_causal_ascript.pdf\u0026Expires=1743457394\u0026Signature=TqDI2m5UkqiE~eY3kmEUMIMaoAb7e7kETQhJcOzAMWOTkLVwUl9ccT8~LUJTQMrA8QbdIOoRi5wzFs3XLCVbV6FJU8Iq8PvKQ9gTJhMXWEK8slkdG~NyoBwyVZjj43ds2hDCMixT~H28glqMlAF19svqwx0vEgLyf0wEFP8zxnudENA5mOCUE5iqp-N~8zhFXpf~ZF4UN-MeG6f7sNpGJYYZ5uyTaO3LiyLg8afbelGkrv82-WgGRK7tr4VjaUP35iGjaNShAzjXTdedzZ1GCN4huE2xeTVq2gPAM8Nmma2G3-pkpz9HBx1SaebOlOOcbbLzU8sosnGGtnTwNKIR4g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Affective_consequences_of_causal_ascriptions","translated_slug":"","page_count":32,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39847899,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39847899/thumbnails/1.jpg","file_name":"Affective_Consequences_of_Causal_Ascriptions.pdf","download_url":"https://www.academia.edu/attachments/39847899/download_file","bulk_download_file_name":"Affective_consequences_of_causal_ascript.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39847899/Affective_Consequences_of_Causal_Ascriptions-libre.pdf?1447117538=\u0026response-content-disposition=attachment%3B+filename%3DAffective_consequences_of_causal_ascript.pdf\u0026Expires=1743457394\u0026Signature=TqDI2m5UkqiE~eY3kmEUMIMaoAb7e7kETQhJcOzAMWOTkLVwUl9ccT8~LUJTQMrA8QbdIOoRi5wzFs3XLCVbV6FJU8Iq8PvKQ9gTJhMXWEK8slkdG~NyoBwyVZjj43ds2hDCMixT~H28glqMlAF19svqwx0vEgLyf0wEFP8zxnudENA5mOCUE5iqp-N~8zhFXpf~ZF4UN-MeG6f7sNpGJYYZ5uyTaO3LiyLg8afbelGkrv82-WgGRK7tr4VjaUP35iGjaNShAzjXTdedzZ1GCN4huE2xeTVq2gPAM8Nmma2G3-pkpz9HBx1SaebOlOOcbbLzU8sosnGGtnTwNKIR4g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369958-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369968"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369968/A_cognitive_psychology_for_infrahumans"><img alt="Research paper thumbnail of A cognitive psychology for infrahumans" class="work-thumbnail" src="https://attachments.academia-assets.com/39843529/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369968/A_cognitive_psychology_for_infrahumans">A cognitive psychology for infrahumans</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="db7306dc5e7ee9dd884da340d6cab657" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39843529,"asset_id":17369968,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39843529/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369968"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369968"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369968; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369968]").text(description); $(".js-view-count[data-work-id=17369968]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369968; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369968']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "db7306dc5e7ee9dd884da340d6cab657" } } $('.js-work-strip[data-work-id=17369968]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369968,"title":"A cognitive psychology for infrahumans","translated_title":"","metadata":{"journal_name":"Behavioral and Brain Sciences, Vol. 1, No. 4, p. 606 ","publication_date":{"day":null,"month":null,"year":1978,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17369968/A_cognitive_psychology_for_infrahumans","translated_internal_url":"","created_at":"2015-10-27T14:59:53.340-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39843529,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843529/thumbnails/1.jpg","file_name":"1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species.pdf","download_url":"https://www.academia.edu/attachments/39843529/download_file","bulk_download_file_name":"A_cognitive_psychology_for_infrahumans.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843529/1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species-libre.pdf?1447105117=\u0026response-content-disposition=attachment%3B+filename%3DA_cognitive_psychology_for_infrahumans.pdf\u0026Expires=1743457394\u0026Signature=Z2LltJRWrCvlxFRKza-RbRglmceakqV1lBd5fcSnRTaYmHR4nTvs94mRNfYzZbnmSeA-1D4fVduPDw2MTyNshndQ~nJgyYoA3Aq-JcCrL9ZygmuwzUSbj-3MAPxmvvMZGKknwP1VRRTahy2K8u-3aJXb3z~FCuNs54bdKFhfyosEtlEiYCsk-FsyH2mlB0i1b8-fDW5uFA7s-TTDDuvC~0BZ5xNMfWvymBn~MJE2RIVWoYR9CksGlXIWoR~3YpuYAfMXP3EvRyelC~d~7MW9q6XFsoNo~VZ0qhLRKtpW9LctkG2e95ETYOhVVyOXpT5B89NczlP8RdlI3B6qLz-H2w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_cognitive_psychology_for_infrahumans","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39843529,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39843529/thumbnails/1.jpg","file_name":"1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species.pdf","download_url":"https://www.academia.edu/attachments/39843529/download_file","bulk_download_file_name":"A_cognitive_psychology_for_infrahumans.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39843529/1978_-_Commentary_Cognition_and_Sonsciousness_in_Nonhuman_Species-libre.pdf?1447105117=\u0026response-content-disposition=attachment%3B+filename%3DA_cognitive_psychology_for_infrahumans.pdf\u0026Expires=1743457394\u0026Signature=Z2LltJRWrCvlxFRKza-RbRglmceakqV1lBd5fcSnRTaYmHR4nTvs94mRNfYzZbnmSeA-1D4fVduPDw2MTyNshndQ~nJgyYoA3Aq-JcCrL9ZygmuwzUSbj-3MAPxmvvMZGKknwP1VRRTahy2K8u-3aJXb3z~FCuNs54bdKFhfyosEtlEiYCsk-FsyH2mlB0i1b8-fDW5uFA7s-TTDDuvC~0BZ5xNMfWvymBn~MJE2RIVWoYR9CksGlXIWoR~3YpuYAfMXP3EvRyelC~d~7MW9q6XFsoNo~VZ0qhLRKtpW9LctkG2e95ETYOhVVyOXpT5B89NczlP8RdlI3B6qLz-H2w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369968-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369980"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369980/A_cognitive_developmental_analysis_of_achievement_and_moral_judgments"><img alt="Research paper thumbnail of A cognitive-developmental analysis of achievement and moral judgments" class="work-thumbnail" src="https://attachments.academia-assets.com/39563141/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369980/A_cognitive_developmental_analysis_of_achievement_and_moral_judgments">A cognitive-developmental analysis of achievement and moral judgments</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Negro and Caucasian 4-18 yr olds (N = 300) made moral and achievement evaluative judgments in 16 ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Negro and Caucasian 4-18 yr olds (N = 300) made moral and achievement evaluative judgments in 16 situations. The situations differed according to the intent (effort) and ability of the person being judged, and in the objective consequences of the behavior. Analyses of variance reveal that the 3 evaluative dimensions of intent, ability, and outcome were used systematically in both achievement and moral appraisal. Further, there were highly significant age trends. In both the achievement and the moral conditions, subjective intent replaced objective outcome as the main determinant of judgment. However, after the age of 12 yrs, in the achievement context objective outcome again became the more important determinant of evaluation. It is contended that society reinforces this more "primitive" developmental stage. The sequence of evaluative stages in the moral and achievement situations was identical across racial and sex groupings. Data strongly support the position that achievement strivings are maintained primarily by social reward, while moral behavior is controlled primarily by social punishment. (20 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2907cfa3b69d43672cf0ed3dae4bc71e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39563141,"asset_id":17369980,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39563141/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369980"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369980"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369980; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369980]").text(description); $(".js-view-count[data-work-id=17369980]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369980; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369980']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2907cfa3b69d43672cf0ed3dae4bc71e" } } $('.js-work-strip[data-work-id=17369980]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369980,"title":"A cognitive-developmental analysis of achievement and moral judgments","translated_title":"","metadata":{"abstract":"Negro and Caucasian 4-18 yr olds (N = 300) made moral and achievement evaluative judgments in 16 situations. The situations differed according to the intent (effort) and ability of the person being judged, and in the objective consequences of the behavior. Analyses of variance reveal that the 3 evaluative dimensions of intent, ability, and outcome were used systematically in both achievement and moral appraisal. Further, there were highly significant age trends. In both the achievement and the moral conditions, subjective intent replaced objective outcome as the main determinant of judgment. However, after the age of 12 yrs, in the achievement context objective outcome again became the more important determinant of evaluation. It is contended that society reinforces this more \"primitive\" developmental stage. The sequence of evaluative stages in the moral and achievement situations was identical across racial and sex groupings. Data strongly support the position that achievement strivings are maintained primarily by social reward, while moral behavior is controlled primarily by social punishment. (20 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Developmental Psychology, Vol. 9, No. 3, pp. 290-309","publication_date":{"day":null,"month":10,"year":1973,"errors":{}}},"translated_abstract":"Negro and Caucasian 4-18 yr olds (N = 300) made moral and achievement evaluative judgments in 16 situations. The situations differed according to the intent (effort) and ability of the person being judged, and in the objective consequences of the behavior. Analyses of variance reveal that the 3 evaluative dimensions of intent, ability, and outcome were used systematically in both achievement and moral appraisal. Further, there were highly significant age trends. In both the achievement and the moral conditions, subjective intent replaced objective outcome as the main determinant of judgment. However, after the age of 12 yrs, in the achievement context objective outcome again became the more important determinant of evaluation. It is contended that society reinforces this more \"primitive\" developmental stage. The sequence of evaluative stages in the moral and achievement situations was identical across racial and sex groupings. Data strongly support the position that achievement strivings are maintained primarily by social reward, while moral behavior is controlled primarily by social punishment. (20 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369980/A_cognitive_developmental_analysis_of_achievement_and_moral_judgments","translated_internal_url":"","created_at":"2015-10-27T14:59:58.943-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39563141,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39563141/thumbnails/1.jpg","file_name":"1973_-_A_Cognitive-Developmental_Analysis.pdf","download_url":"https://www.academia.edu/attachments/39563141/download_file","bulk_download_file_name":"A_cognitive_developmental_analysis_of_ac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39563141/1973_-_A_Cognitive-Developmental_Analysis-libre.pdf?1446242411=\u0026response-content-disposition=attachment%3B+filename%3DA_cognitive_developmental_analysis_of_ac.pdf\u0026Expires=1743457394\u0026Signature=OQJln8EaDjEXohnA7OFNsHpx4zpX7RTpkiTFGxwHawIBVHyAenHsTP4ka2cpD9LVo12JDpPa7CK4UzfuMU5P5ImeORcDLW-UWGztQ5Qg7wA0PeBmletKNWuRsjxMnvQXmj5eb0KzGxE8upbQ2TNLJ-YxQoctN49Ui1~VcGzXECPrEQMKX1XUI4elbiLXQTukhTnrpJiYuWKzVra0vfU5W3~Qxz5CmhdZD~6GLHSyHvlT4Lyw8tzAKKR11tVZUvDL4i8Tae67WpFcdeLywne5LJ7LRTk4bjhsw7xlrW~k33A876cmvglAiHV~mPZUFbsoth8gwhsikpPUCCMHJx~Rrg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_cognitive_developmental_analysis_of_achievement_and_moral_judgments","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"Negro and Caucasian 4-18 yr olds (N = 300) made moral and achievement evaluative judgments in 16 situations. The situations differed according to the intent (effort) and ability of the person being judged, and in the objective consequences of the behavior. Analyses of variance reveal that the 3 evaluative dimensions of intent, ability, and outcome were used systematically in both achievement and moral appraisal. Further, there were highly significant age trends. In both the achievement and the moral conditions, subjective intent replaced objective outcome as the main determinant of judgment. However, after the age of 12 yrs, in the achievement context objective outcome again became the more important determinant of evaluation. It is contended that society reinforces this more \"primitive\" developmental stage. The sequence of evaluative stages in the moral and achievement situations was identical across racial and sex groupings. Data strongly support the position that achievement strivings are maintained primarily by social reward, while moral behavior is controlled primarily by social punishment. (20 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39563141,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39563141/thumbnails/1.jpg","file_name":"1973_-_A_Cognitive-Developmental_Analysis.pdf","download_url":"https://www.academia.edu/attachments/39563141/download_file","bulk_download_file_name":"A_cognitive_developmental_analysis_of_ac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39563141/1973_-_A_Cognitive-Developmental_Analysis-libre.pdf?1446242411=\u0026response-content-disposition=attachment%3B+filename%3DA_cognitive_developmental_analysis_of_ac.pdf\u0026Expires=1743457394\u0026Signature=OQJln8EaDjEXohnA7OFNsHpx4zpX7RTpkiTFGxwHawIBVHyAenHsTP4ka2cpD9LVo12JDpPa7CK4UzfuMU5P5ImeORcDLW-UWGztQ5Qg7wA0PeBmletKNWuRsjxMnvQXmj5eb0KzGxE8upbQ2TNLJ-YxQoctN49Ui1~VcGzXECPrEQMKX1XUI4elbiLXQTukhTnrpJiYuWKzVra0vfU5W3~Qxz5CmhdZD~6GLHSyHvlT4Lyw8tzAKKR11tVZUvDL4i8Tae67WpFcdeLywne5LJ7LRTk4bjhsw7xlrW~k33A876cmvglAiHV~mPZUFbsoth8gwhsikpPUCCMHJx~Rrg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":69868,"name":"Moral Judgment","url":"https://www.academia.edu/Documents/in/Moral_Judgment"},{"id":1327116,"name":"Grouped data","url":"https://www.academia.edu/Documents/in/Grouped_data"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369980-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369985"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369985/From_Each_According_to_His_Abilities_The_Role_of_Effort_in_a_Moral_Society"><img alt="Research paper thumbnail of From Each According to His Abilities: The Role of Effort in a Moral Society" class="work-thumbnail" src="https://attachments.academia-assets.com/39838661/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369985/From_Each_According_to_His_Abilities_The_Role_of_Effort_in_a_Moral_Society">From Each According to His Abilities: The Role of Effort in a Moral Society</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="13ed42f7eb54bca2e80c9d5250983ee7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39838661,"asset_id":17369985,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39838661/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369985"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369985; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369985]").text(description); $(".js-view-count[data-work-id=17369985]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369985; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369985']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "13ed42f7eb54bca2e80c9d5250983ee7" } } $('.js-work-strip[data-work-id=17369985]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369985,"title":"From Each According to His Abilities: The Role of Effort in a Moral Society","translated_title":"","metadata":{"journal_name":"Human Development, Vol. 16, No. 1, pp. 53-60","publication_date":{"day":null,"month":2,"year":1973,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17369985/From_Each_According_to_His_Abilities_The_Role_of_Effort_in_a_Moral_Society","translated_internal_url":"","created_at":"2015-10-27T15:00:00.410-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39838661,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838661/thumbnails/1.jpg","file_name":"1973_-_From_Each_According_to_His_Abilities.pdf","download_url":"https://www.academia.edu/attachments/39838661/download_file","bulk_download_file_name":"From_Each_According_to_His_Abilities_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838661/1973_-_From_Each_According_to_His_Abilities-libre.pdf?1447093864=\u0026response-content-disposition=attachment%3B+filename%3DFrom_Each_According_to_His_Abilities_The.pdf\u0026Expires=1743457394\u0026Signature=HF1GKF3kFiYp2TJQ8nLzDYNxhfXidNaTcp1rPpQs-nyedty4EFAAmnGPcmkinal9qqgkvvigEpKZDSp8EmuRbQRupb32opCmkbc6T5cucCmrmMadbfI~4ecZUNa25W2dOzvLyUyFwX4u4uFvQYNgPhNw9sJWL91TLI99s~YFOwd9-Q0BqusQA7jgwq~HEuvmYoOBbKmflYi7brdrfOO0qlhvkf93zHGIsWbRRJkKCF5ep1flUJy3q7ASU~~K-eIUC9jRxjMSQmp7MfCYMaY6b~61UWNfbG~Fw60qaIasu3egx8EKd1pSt9d6P9XIwUgO2xJdwgUqxSHJ3QCrvsfAKA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"From_Each_According_to_His_Abilities_The_Role_of_Effort_in_a_Moral_Society","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39838661,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838661/thumbnails/1.jpg","file_name":"1973_-_From_Each_According_to_His_Abilities.pdf","download_url":"https://www.academia.edu/attachments/39838661/download_file","bulk_download_file_name":"From_Each_According_to_His_Abilities_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838661/1973_-_From_Each_According_to_His_Abilities-libre.pdf?1447093864=\u0026response-content-disposition=attachment%3B+filename%3DFrom_Each_According_to_His_Abilities_The.pdf\u0026Expires=1743457394\u0026Signature=HF1GKF3kFiYp2TJQ8nLzDYNxhfXidNaTcp1rPpQs-nyedty4EFAAmnGPcmkinal9qqgkvvigEpKZDSp8EmuRbQRupb32opCmkbc6T5cucCmrmMadbfI~4ecZUNa25W2dOzvLyUyFwX4u4uFvQYNgPhNw9sJWL91TLI99s~YFOwd9-Q0BqusQA7jgwq~HEuvmYoOBbKmflYi7brdrfOO0qlhvkf93zHGIsWbRRJkKCF5ep1flUJy3q7ASU~~K-eIUC9jRxjMSQmp7MfCYMaY6b~61UWNfbG~Fw60qaIasu3egx8EKd1pSt9d6P9XIwUgO2xJdwgUqxSHJ3QCrvsfAKA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"},{"id":7443,"name":"Communism","url":"https://www.academia.edu/Documents/in/Communism"},{"id":7466,"name":"Human Development","url":"https://www.academia.edu/Documents/in/Human_Development"},{"id":53331,"name":"Social behavior","url":"https://www.academia.edu/Documents/in/Social_behavior"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":489423,"name":"Morals","url":"https://www.academia.edu/Documents/in/Morals"},{"id":598602,"name":"Psychological Theory","url":"https://www.academia.edu/Documents/in/Psychological_Theory"},{"id":628583,"name":"Social Behavior","url":"https://www.academia.edu/Documents/in/Social_Behavior-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369985-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17369993"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17369993/Achievement_performance_related_to_achievement_motivation_and_test_anxiety"><img alt="Research paper thumbnail of Achievement performance related to achievement motivation and test anxiety" class="work-thumbnail" src="https://attachments.academia-assets.com/39838781/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17369993/Achievement_performance_related_to_achievement_motivation_and_test_anxiety">Achievement performance related to achievement motivation and test anxiety</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Assessed achievement motivation, test anxiety, and performance on a standardized reading test amo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Assessed achievement motivation, test anxiety, and performance on a standardized reading test among 43 male and 36 female 7th and 8th graders. 2 achievement test formats were employed: an ascending item-difficulty sequence and a random order. Results indicate that performance was not related to the type of test format. For both male and female Ss, reading performance was positively related to achievement motivation and negatively related to test anxiety. Learning vs. performance explanations of these findings were examined, and a relatively new measure of achievement motivation was briefly discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7790b284a15be557f92a0f1ba3cf4119" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39838781,"asset_id":17369993,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39838781/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17369993"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17369993"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17369993; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17369993]").text(description); $(".js-view-count[data-work-id=17369993]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17369993; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17369993']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7790b284a15be557f92a0f1ba3cf4119" } } $('.js-work-strip[data-work-id=17369993]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17369993,"title":"Achievement performance related to achievement motivation and test anxiety","translated_title":"","metadata":{"abstract":"Assessed achievement motivation, test anxiety, and performance on a standardized reading test among 43 male and 36 female 7th and 8th graders. 2 achievement test formats were employed: an ascending item-difficulty sequence and a random order. Results indicate that performance was not related to the type of test format. For both male and female Ss, reading performance was positively related to achievement motivation and negatively related to test anxiety. Learning vs. performance explanations of these findings were examined, and a relatively new measure of achievement motivation was briefly discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Journal of Consulting and Clinical Psychology, Vol. 34, No. 3, pp. 343-344. ","publication_date":{"day":null,"month":5,"year":1970,"errors":{}}},"translated_abstract":"Assessed achievement motivation, test anxiety, and performance on a standardized reading test among 43 male and 36 female 7th and 8th graders. 2 achievement test formats were employed: an ascending item-difficulty sequence and a random order. Results indicate that performance was not related to the type of test format. For both male and female Ss, reading performance was positively related to achievement motivation and negatively related to test anxiety. Learning vs. performance explanations of these findings were examined, and a relatively new measure of achievement motivation was briefly discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17369993/Achievement_performance_related_to_achievement_motivation_and_test_anxiety","translated_internal_url":"","created_at":"2015-10-27T15:00:02.826-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39838781,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838781/thumbnails/1.jpg","file_name":"1970_-_Achievement_Performance_Related_to_Achievement__Motivation_and_Text_Anxiety.pdf","download_url":"https://www.academia.edu/attachments/39838781/download_file","bulk_download_file_name":"Achievement_performance_related_to_achie.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838781/1970_-_Achievement_Performance_Related_to_Achievement__Motivation_and_Text_Anxiety-libre.pdf?1447094106=\u0026response-content-disposition=attachment%3B+filename%3DAchievement_performance_related_to_achie.pdf\u0026Expires=1743457394\u0026Signature=U5gfapF2H-hx0IEd2AKXtJaan4fAQO9qcDypNvDHeOuJ3YGigSsBH0lZm-oYo8kw5u7Pq1LHRTrYIMW8-0XTX9jjIkqsQJ6SCmiFAWKCWCqw8UupwJr~XiD0B1Jy-X-eBybKRgQ0vfGX01czJsEz7dKB7XWhQH9jnnDwiViyDITJzJ10pR~B9QPaqtqdRz8K7qbNMEnrvmsTq3GTqjvcXkjKi5ZyQPos7lpU3hUW-AVAefTxcSkKeuSeP~IN8rkh6SHnWYss-6G18ddk67wy-MSNym5ocN7gvz0HXtUD7uvNpSLOThZ7RJt49vTKAValJhaaWUIbOmVZW876ghDbUg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Achievement_performance_related_to_achievement_motivation_and_test_anxiety","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":"Assessed achievement motivation, test anxiety, and performance on a standardized reading test among 43 male and 36 female 7th and 8th graders. 2 achievement test formats were employed: an ascending item-difficulty sequence and a random order. Results indicate that performance was not related to the type of test format. For both male and female Ss, reading performance was positively related to achievement motivation and negatively related to test anxiety. Learning vs. performance explanations of these findings were examined, and a relatively new measure of achievement motivation was briefly discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39838781,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39838781/thumbnails/1.jpg","file_name":"1970_-_Achievement_Performance_Related_to_Achievement__Motivation_and_Text_Anxiety.pdf","download_url":"https://www.academia.edu/attachments/39838781/download_file","bulk_download_file_name":"Achievement_performance_related_to_achie.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39838781/1970_-_Achievement_Performance_Related_to_Achievement__Motivation_and_Text_Anxiety-libre.pdf?1447094106=\u0026response-content-disposition=attachment%3B+filename%3DAchievement_performance_related_to_achie.pdf\u0026Expires=1743457394\u0026Signature=U5gfapF2H-hx0IEd2AKXtJaan4fAQO9qcDypNvDHeOuJ3YGigSsBH0lZm-oYo8kw5u7Pq1LHRTrYIMW8-0XTX9jjIkqsQJ6SCmiFAWKCWCqw8UupwJr~XiD0B1Jy-X-eBybKRgQ0vfGX01czJsEz7dKB7XWhQH9jnnDwiViyDITJzJ10pR~B9QPaqtqdRz8K7qbNMEnrvmsTq3GTqjvcXkjKi5ZyQPos7lpU3hUW-AVAefTxcSkKeuSeP~IN8rkh6SHnWYss-6G18ddk67wy-MSNym5ocN7gvz0HXtUD7uvNpSLOThZ7RJt49vTKAValJhaaWUIbOmVZW876ghDbUg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":73785,"name":"Personality Assessment Inventory","url":"https://www.academia.edu/Documents/in/Personality_Assessment_Inventory"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":204204,"name":"Drive","url":"https://www.academia.edu/Documents/in/Drive"},{"id":413192,"name":"Sex Factors","url":"https://www.academia.edu/Documents/in/Sex_Factors"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17369993-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370000"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370000/Personality_characteristics_and_affective_reactions_toward_exams_of_superior_and_failing_college_students"><img alt="Research paper thumbnail of Personality characteristics and affective reactions toward exams of superior and failing college students" class="work-thumbnail" src="https://attachments.academia-assets.com/39837473/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370000/Personality_characteristics_and_affective_reactions_toward_exams_of_superior_and_failing_college_students">Personality characteristics and affective reactions toward exams of superior and failing college students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Assessed test anxiety, achievement orientation, and intellectual achievement responsibility (inte...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Assessed test anxiety, achievement orientation, and intellectual achievement responsibility (internal vs. external locus of control) among 107 undergraduates who had either failed or performed excellently on a midterm exam. The affect which they associated with the final exam was reported at various times following the midterm feedback. Data revealed that the measured personality dimensions discriminated succeeding from failing males, but did not differentiate between corresponding female groups. Correlational analysis also yielded systematic relationships between the individual difference variables. Self-report ratings revealed that the change in level of fear as the exam date approached was related to the level of achievement needs. Data were interpreted using N. E. Miller's (see 38:5) model of conflict.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="52c864a2f2e906c2730fc069e171bd54" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39837473,"asset_id":17370000,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39837473/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370000"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370000"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370000; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370000]").text(description); $(".js-view-count[data-work-id=17370000]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370000; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370000']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "52c864a2f2e906c2730fc069e171bd54" } } $('.js-work-strip[data-work-id=17370000]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370000,"title":"Personality characteristics and affective reactions toward exams of superior and failing college students","translated_title":"","metadata":{"abstract":"Assessed test anxiety, achievement orientation, and intellectual achievement responsibility (internal vs. external locus of control) among 107 undergraduates who had either failed or performed excellently on a midterm exam. The affect which they associated with the final exam was reported at various times following the midterm feedback. Data revealed that the measured personality dimensions discriminated succeeding from failing males, but did not differentiate between corresponding female groups. Correlational analysis also yielded systematic relationships between the individual difference variables. Self-report ratings revealed that the change in level of fear as the exam date approached was related to the level of achievement needs. Data were interpreted using N. E. Miller's (see 38:5) model of conflict.","ai_title_tag":"Personality and Exam Reactions in College Students' Performance","journal_name":"Journal of Educational Psychology, Vol. 61, No. 2, pp. 144-51. ","publication_date":{"day":null,"month":5,"year":1970,"errors":{}}},"translated_abstract":"Assessed test anxiety, achievement orientation, and intellectual achievement responsibility (internal vs. external locus of control) among 107 undergraduates who had either failed or performed excellently on a midterm exam. The affect which they associated with the final exam was reported at various times following the midterm feedback. Data revealed that the measured personality dimensions discriminated succeeding from failing males, but did not differentiate between corresponding female groups. Correlational analysis also yielded systematic relationships between the individual difference variables. Self-report ratings revealed that the change in level of fear as the exam date approached was related to the level of achievement needs. Data were interpreted using N. E. Miller's (see 38:5) model of conflict.","internal_url":"https://www.academia.edu/17370000/Personality_characteristics_and_affective_reactions_toward_exams_of_superior_and_failing_college_students","translated_internal_url":"","created_at":"2015-10-27T15:00:04.266-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39837473,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837473/thumbnails/1.jpg","file_name":"1970_-_Personality_Characteristics_and_Affective_Reactions.pdf","download_url":"https://www.academia.edu/attachments/39837473/download_file","bulk_download_file_name":"Personality_characteristics_and_affectiv.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837473/1970_-_Personality_Characteristics_and_Affective_Reactions-libre.pdf?1447091314=\u0026response-content-disposition=attachment%3B+filename%3DPersonality_characteristics_and_affectiv.pdf\u0026Expires=1743457394\u0026Signature=aLG4hBupnGw~1xsQ5PemPkSwsOLZ58mU5J4UUJFz4U85LJnAlI~dDqKGaeZ-SapbBntNuC8YbG5lxjzXaxk3yoMTbbvyAoqwrwOzZVHjuceR~NuLVbeI~VA7zWBNsDGiVUxAbGOVu2smM7lrfBjrmCXhXKkhywGG-s-SJ3i2jzeleYYC3gLq1IsaAJnCd1ze~Lz2VkKd8gJT3g8LMA32uaXlMVwUAGMzJB0nB62evJovS~UwwEaWhdR2f-jkJqI8pk6KbbdSefLpGp23ApTHlb-bHyEY-5K-h2WyeunXAkzexRDsrmzLs3GMsuvjcCul~rrpQ~s7ezQwQj6cmFSNZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Personality_characteristics_and_affective_reactions_toward_exams_of_superior_and_failing_college_students","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Assessed test anxiety, achievement orientation, and intellectual achievement responsibility (internal vs. external locus of control) among 107 undergraduates who had either failed or performed excellently on a midterm exam. The affect which they associated with the final exam was reported at various times following the midterm feedback. Data revealed that the measured personality dimensions discriminated succeeding from failing males, but did not differentiate between corresponding female groups. Correlational analysis also yielded systematic relationships between the individual difference variables. Self-report ratings revealed that the change in level of fear as the exam date approached was related to the level of achievement needs. Data were interpreted using N. E. Miller's (see 38:5) model of conflict.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39837473,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837473/thumbnails/1.jpg","file_name":"1970_-_Personality_Characteristics_and_Affective_Reactions.pdf","download_url":"https://www.academia.edu/attachments/39837473/download_file","bulk_download_file_name":"Personality_characteristics_and_affectiv.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837473/1970_-_Personality_Characteristics_and_Affective_Reactions-libre.pdf?1447091314=\u0026response-content-disposition=attachment%3B+filename%3DPersonality_characteristics_and_affectiv.pdf\u0026Expires=1743457394\u0026Signature=aLG4hBupnGw~1xsQ5PemPkSwsOLZ58mU5J4UUJFz4U85LJnAlI~dDqKGaeZ-SapbBntNuC8YbG5lxjzXaxk3yoMTbbvyAoqwrwOzZVHjuceR~NuLVbeI~VA7zWBNsDGiVUxAbGOVu2smM7lrfBjrmCXhXKkhywGG-s-SJ3i2jzeleYYC3gLq1IsaAJnCd1ze~Lz2VkKd8gJT3g8LMA32uaXlMVwUAGMzJB0nB62evJovS~UwwEaWhdR2f-jkJqI8pk6KbbdSefLpGp23ApTHlb-bHyEY-5K-h2WyeunXAkzexRDsrmzLs3GMsuvjcCul~rrpQ~s7ezQwQj6cmFSNZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370000-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370002"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370002/Attribution_and_affect_Comments_on_Sohns_critique"><img alt="Research paper thumbnail of Attribution and affect: Comments on Sohn's critique" class="work-thumbnail" src="https://attachments.academia-assets.com/39837427/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370002/Attribution_and_affect_Comments_on_Sohns_critique">Attribution and affect: Comments on Sohn's critique</a></div><div class="wp-workCard_item"><span>Journal of Educational Psychology</span><span>, 1977</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Fur-thermore, the affects under consideration are pride and shame, for these have been specif...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Fur-thermore, the affects under consideration are pride and shame, for these have been specified as the emotional consequences of success and failure (Atkinson, 1964; Mc-Clelland, Atkinson, Clark, &amp;amp;amp;amp; ... But the drink is likely to elicit more happi-ness or joy in the latter instance. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbb0afca4eb71dbab2d93c6190a1ed77" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39837427,"asset_id":17370002,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39837427/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370002"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370002"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370002; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370002]").text(description); $(".js-view-count[data-work-id=17370002]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370002; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370002']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbb0afca4eb71dbab2d93c6190a1ed77" } } $('.js-work-strip[data-work-id=17370002]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370002,"title":"Attribution and affect: Comments on Sohn's critique","translated_title":"","metadata":{"abstract":"... Fur-thermore, the affects under consideration are pride and shame, for these have been specified as the emotional consequences of success and failure (Atkinson, 1964; Mc-Clelland, Atkinson, Clark, \u0026amp;amp;amp;amp; ... But the drink is likely to elicit more happi-ness or joy in the latter instance. ...","publication_date":{"day":null,"month":null,"year":1977,"errors":{}},"publication_name":"Journal of Educational Psychology"},"translated_abstract":"... Fur-thermore, the affects under consideration are pride and shame, for these have been specified as the emotional consequences of success and failure (Atkinson, 1964; Mc-Clelland, Atkinson, Clark, \u0026amp;amp;amp;amp; ... But the drink is likely to elicit more happi-ness or joy in the latter instance. ...","internal_url":"https://www.academia.edu/17370002/Attribution_and_affect_Comments_on_Sohns_critique","translated_internal_url":"","created_at":"2015-10-27T15:00:05.150-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39837427,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837427/thumbnails/1.jpg","file_name":"1977_-_Attribution_and_Affect_-_Comments_on_Sohns_Critique.pdf","download_url":"https://www.academia.edu/attachments/39837427/download_file","bulk_download_file_name":"Attribution_and_affect_Comments_on_Sohns.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837427/1977_-_Attribution_and_Affect_-_Comments_on_Sohns_Critique-libre.pdf?1447091289=\u0026response-content-disposition=attachment%3B+filename%3DAttribution_and_affect_Comments_on_Sohns.pdf\u0026Expires=1743457395\u0026Signature=DEERFrOg16-bs~CSUIfHFaTId~BECq1x49ktWYok1k5gPefAmszZHeXgC2yG9xCJ~S5fZsjj7czfx-5rFfgSQsPSPkTKNznqTrTkMZEW7bU67vcXxSjx3kpQrOlmXM~s~xoZXJ5Orw9oYuVPft6yEuWFvlquUzsqfuaJLRuwNiM7UhBVQeUJ1CCOBKMSR6wPmW07h~CyImNksmlKK~3ouXUMbIZ8fofVMu9fKgiFYbaaxomu9Oze8yDpaLB3KXVTC99CQT09nUpljQXhpCXpcmfRcgR7oCaBGXg7tyjYAe~5YebqQ381LqKgnNOooM4J6Od4q6w8a~ADrDXx1bfUlg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Attribution_and_affect_Comments_on_Sohns_critique","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"... Fur-thermore, the affects under consideration are pride and shame, for these have been specified as the emotional consequences of success and failure (Atkinson, 1964; Mc-Clelland, Atkinson, Clark, \u0026amp;amp;amp;amp; ... But the drink is likely to elicit more happi-ness or joy in the latter instance. ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39837427,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837427/thumbnails/1.jpg","file_name":"1977_-_Attribution_and_Affect_-_Comments_on_Sohns_Critique.pdf","download_url":"https://www.academia.edu/attachments/39837427/download_file","bulk_download_file_name":"Attribution_and_affect_Comments_on_Sohns.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837427/1977_-_Attribution_and_Affect_-_Comments_on_Sohns_Critique-libre.pdf?1447091289=\u0026response-content-disposition=attachment%3B+filename%3DAttribution_and_affect_Comments_on_Sohns.pdf\u0026Expires=1743457395\u0026Signature=DEERFrOg16-bs~CSUIfHFaTId~BECq1x49ktWYok1k5gPefAmszZHeXgC2yG9xCJ~S5fZsjj7czfx-5rFfgSQsPSPkTKNznqTrTkMZEW7bU67vcXxSjx3kpQrOlmXM~s~xoZXJ5Orw9oYuVPft6yEuWFvlquUzsqfuaJLRuwNiM7UhBVQeUJ1CCOBKMSR6wPmW07h~CyImNksmlKK~3ouXUMbIZ8fofVMu9fKgiFYbaaxomu9Oze8yDpaLB3KXVTC99CQT09nUpljQXhpCXpcmfRcgR7oCaBGXg7tyjYAe~5YebqQ381LqKgnNOooM4J6Od4q6w8a~ADrDXx1bfUlg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":172815,"name":"Aptitude","url":"https://www.academia.edu/Documents/in/Aptitude"},{"id":321147,"name":"Self Concept","url":"https://www.academia.edu/Documents/in/Self_Concept"},{"id":1144172,"name":"*Physical Exertion","url":"https://www.academia.edu/Documents/in/_Physical_Exertion"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370002-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370006"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370006/A_theory_of_motivation_for_some_classroom_experiences"><img alt="Research paper thumbnail of A theory of motivation for some classroom experiences" class="work-thumbnail" src="https://attachments.academia-assets.com/39511118/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370006/A_theory_of_motivation_for_some_classroom_experiences">A theory of motivation for some classroom experiences</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Presents a theory of motivation based on attributions of causality for success and failure. The h...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Presents a theory of motivation based on attributions of causality for success and failure. The heart of the theory consists of an identification of the dimensions of causality and the relation of these underlying properties of causes to psychological consequences. Three central causal dimensions have been discerned: stability, locus, and control; these dimensions, respectively, are linked with expectancy change, esteem-related emotions, and interpersonal judgments. (81 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370006-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370006-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446560/table-1-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446563/table-2-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446565/table-3-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446567/table-4-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446571/table-5-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446574/table-6-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446581/table-7-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446584/table-8-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/40446585/table-9-theory-of-motivation-for-some-classroom-experiences"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39511118/table_009.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370006-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f8cf5876c3d4b173623a681b29fdb4b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39511118,"asset_id":17370006,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39511118/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370006"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370006"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370006; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370006]").text(description); $(".js-view-count[data-work-id=17370006]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370006; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370006']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8f8cf5876c3d4b173623a681b29fdb4b" } } $('.js-work-strip[data-work-id=17370006]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370006,"title":"A theory of motivation for some classroom experiences","translated_title":"","metadata":{"abstract":"Presents a theory of motivation based on attributions of causality for success and failure. The heart of the theory consists of an identification of the dimensions of causality and the relation of these underlying properties of causes to psychological consequences. Three central causal dimensions have been discerned: stability, locus, and control; these dimensions, respectively, are linked with expectancy change, esteem-related emotions, and interpersonal judgments. (81 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Motivational Theory in Classroom Dynamics","journal_name":"Journal of Educational Psychology, Vol. 71, No. 1, pp. 3-25","publication_date":{"day":null,"month":3,"year":1979,"errors":{}}},"translated_abstract":"Presents a theory of motivation based on attributions of causality for success and failure. The heart of the theory consists of an identification of the dimensions of causality and the relation of these underlying properties of causes to psychological consequences. Three central causal dimensions have been discerned: stability, locus, and control; these dimensions, respectively, are linked with expectancy change, esteem-related emotions, and interpersonal judgments. (81 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370006/A_theory_of_motivation_for_some_classroom_experiences","translated_internal_url":"","created_at":"2015-10-27T15:00:05.941-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39511118,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39511118/thumbnails/1.jpg","file_name":"1976_-_A_Theory_of_Motivation_for_Some_Classromm_Experiences.pdf","download_url":"https://www.academia.edu/attachments/39511118/download_file","bulk_download_file_name":"A_theory_of_motivation_for_some_classroo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39511118/1976_-_A_Theory_of_Motivation_for_Some_Classromm_Experiences-libre.pdf?1446082309=\u0026response-content-disposition=attachment%3B+filename%3DA_theory_of_motivation_for_some_classroo.pdf\u0026Expires=1743457395\u0026Signature=Fh9uGdkgz-y9uX9UnuNRX~b80oQfv3qGjUY1GcxaT6ayna~nvPG1r6O1sap4F8tVrDFvvTeqmq19SOYTnRdKSt4brge9I2GrpJo7GFshgFLwFfbI34p8z8u26xva3ecthOolsaYbjeDUG3RpgVXHS0vk~7gI7-Q~S3lGMav3AfU5WS7oxfq0vC00isQmjCv1Q81i9nuuTQFvlF4fanhn6MGuYsb9kr-HSLEppgviA11oLIsbklBrCD4immvtykt4r1vr40PUsRuEduW1zhThv3do083FKm0BQu6~4zGW-DG6FMBzmwMums-VcUVh9fntlkCUnSsqaqd6NqB1vvvJ1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_theory_of_motivation_for_some_classroom_experiences","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"Presents a theory of motivation based on attributions of causality for success and failure. The heart of the theory consists of an identification of the dimensions of causality and the relation of these underlying properties of causes to psychological consequences. Three central causal dimensions have been discerned: stability, locus, and control; these dimensions, respectively, are linked with expectancy change, esteem-related emotions, and interpersonal judgments. (81 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39511118,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39511118/thumbnails/1.jpg","file_name":"1976_-_A_Theory_of_Motivation_for_Some_Classromm_Experiences.pdf","download_url":"https://www.academia.edu/attachments/39511118/download_file","bulk_download_file_name":"A_theory_of_motivation_for_some_classroo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39511118/1976_-_A_Theory_of_Motivation_for_Some_Classromm_Experiences-libre.pdf?1446082309=\u0026response-content-disposition=attachment%3B+filename%3DA_theory_of_motivation_for_some_classroo.pdf\u0026Expires=1743457395\u0026Signature=Fh9uGdkgz-y9uX9UnuNRX~b80oQfv3qGjUY1GcxaT6ayna~nvPG1r6O1sap4F8tVrDFvvTeqmq19SOYTnRdKSt4brge9I2GrpJo7GFshgFLwFfbI34p8z8u26xva3ecthOolsaYbjeDUG3RpgVXHS0vk~7gI7-Q~S3lGMav3AfU5WS7oxfq0vC00isQmjCv1Q81i9nuuTQFvlF4fanhn6MGuYsb9kr-HSLEppgviA11oLIsbklBrCD4immvtykt4r1vr40PUsRuEduW1zhThv3do083FKm0BQu6~4zGW-DG6FMBzmwMums-VcUVh9fntlkCUnSsqaqd6NqB1vvvJ1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":247341,"name":"Classroom experiment","url":"https://www.academia.edu/Documents/in/Classroom_experiment"},{"id":665545,"name":"Hyperkinesis","url":"https://www.academia.edu/Documents/in/Hyperkinesis"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370006-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370007"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370007/Motivational_determinants_of_coalition_formation"><img alt="Research paper thumbnail of Motivational determinants of coalition formation" class="work-thumbnail" src="https://attachments.academia-assets.com/39814219/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370007/Motivational_determinants_of_coalition_formation">Motivational determinants of coalition formation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Coalition preferences of 300 male and female subjects were ascertained under varying motivational...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Coalition preferences of 300 male and female subjects were ascertained under varying motivational conditions. Two of the experimental conditions repeated the typical three-person coalition paradigm, with a monetary reward (extrinsic motivation) offered for the winning of a luck-determined game. In a third condition, skill rather than luck influenced the outcome and no monetary reward was given for winning (intrinsic motivation). Two additional conditions examined coalition preferences in a mixed-motive situation, with either a small or a large monetary reward offered for winning a skill-related game. In the extrinsic motivation condition, the low and the medium resource persons typically desired to coalesce, contrary to the wishes of the excluded, high resource player. In contrast, the coalition between the low and the medium resource persons also was preferred by the high resource player in the intrinsic motivation condition. Coalition conflict was intermediate in the mixed-motive conditions. In sum, it was demonstrated that coalition formation and interpersonal conflict are dependent upon the motivational determinants of group activity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f81fdeb9b73f7a338cf93a1ebf167318" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39814219,"asset_id":17370007,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39814219/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370007"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370007"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370007; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370007]").text(description); $(".js-view-count[data-work-id=17370007]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370007; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370007']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f81fdeb9b73f7a338cf93a1ebf167318" } } $('.js-work-strip[data-work-id=17370007]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370007,"title":"Motivational determinants of coalition formation","translated_title":"","metadata":{"abstract":"Coalition preferences of 300 male and female subjects were ascertained under varying motivational conditions. Two of the experimental conditions repeated the typical three-person coalition paradigm, with a monetary reward (extrinsic motivation) offered for the winning of a luck-determined game. In a third condition, skill rather than luck influenced the outcome and no monetary reward was given for winning (intrinsic motivation). Two additional conditions examined coalition preferences in a mixed-motive situation, with either a small or a large monetary reward offered for winning a skill-related game. In the extrinsic motivation condition, the low and the medium resource persons typically desired to coalesce, contrary to the wishes of the excluded, high resource player. In contrast, the coalition between the low and the medium resource persons also was preferred by the high resource player in the intrinsic motivation condition. Coalition conflict was intermediate in the mixed-motive conditions. In sum, it was demonstrated that coalition formation and interpersonal conflict are dependent upon the motivational determinants of group activity.","ai_title_tag":"Motivational Factors Influencing Coalition Formation Dynamics","journal_name":"Journal of Experimental Social Psychology, Vol. 13, No. 6, pp. 536–542","publication_date":{"day":null,"month":11,"year":1977,"errors":{}}},"translated_abstract":"Coalition preferences of 300 male and female subjects were ascertained under varying motivational conditions. Two of the experimental conditions repeated the typical three-person coalition paradigm, with a monetary reward (extrinsic motivation) offered for the winning of a luck-determined game. In a third condition, skill rather than luck influenced the outcome and no monetary reward was given for winning (intrinsic motivation). Two additional conditions examined coalition preferences in a mixed-motive situation, with either a small or a large monetary reward offered for winning a skill-related game. In the extrinsic motivation condition, the low and the medium resource persons typically desired to coalesce, contrary to the wishes of the excluded, high resource player. In contrast, the coalition between the low and the medium resource persons also was preferred by the high resource player in the intrinsic motivation condition. Coalition conflict was intermediate in the mixed-motive conditions. In sum, it was demonstrated that coalition formation and interpersonal conflict are dependent upon the motivational determinants of group activity.","internal_url":"https://www.academia.edu/17370007/Motivational_determinants_of_coalition_formation","translated_internal_url":"","created_at":"2015-10-27T15:00:06.078-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39814219,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39814219/thumbnails/1.jpg","file_name":"1977-_Motivational_Determinants_of_Coalition_Formation.pdf","download_url":"https://www.academia.edu/attachments/39814219/download_file","bulk_download_file_name":"Motivational_determinants_of_coalition_f.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39814219/1977-_Motivational_Determinants_of_Coalition_Formation-libre.pdf?1447043005=\u0026response-content-disposition=attachment%3B+filename%3DMotivational_determinants_of_coalition_f.pdf\u0026Expires=1743457395\u0026Signature=Iz26O79A6k1xctj3r5hxd0Hkc7ZMaEQUi3i~65wI-LZMmpNT2RonJpBWkvbIwAiqmU4yGCwxA2EV-mFJvjnx69xdmwZBaK9IIAeQgsX4e-wj7MkFzuKlZNg-y3FnXHsuIeVImTxN3uC6BDt75rlqnyeyPnZv0sIoeE27nK5wAe0A1LM59KrGv8YgRuhUgNHvFOavFs1cOt6aflLOVHWI~ie2hf6L3BrZPvNCON3EvxwjFHNLPRztlp5t--szIZLGDcGIGgH-gv6WQLmjpXGk1Rsb-UCkKWc~d6u8g2FRuXjiN--hZI2v95gW0OhUpaGFjew8jN3CFuvavhmAbjDJrg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivational_determinants_of_coalition_formation","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Coalition preferences of 300 male and female subjects were ascertained under varying motivational conditions. Two of the experimental conditions repeated the typical three-person coalition paradigm, with a monetary reward (extrinsic motivation) offered for the winning of a luck-determined game. In a third condition, skill rather than luck influenced the outcome and no monetary reward was given for winning (intrinsic motivation). Two additional conditions examined coalition preferences in a mixed-motive situation, with either a small or a large monetary reward offered for winning a skill-related game. In the extrinsic motivation condition, the low and the medium resource persons typically desired to coalesce, contrary to the wishes of the excluded, high resource player. In contrast, the coalition between the low and the medium resource persons also was preferred by the high resource player in the intrinsic motivation condition. Coalition conflict was intermediate in the mixed-motive conditions. In sum, it was demonstrated that coalition formation and interpersonal conflict are dependent upon the motivational determinants of group activity.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39814219,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39814219/thumbnails/1.jpg","file_name":"1977-_Motivational_Determinants_of_Coalition_Formation.pdf","download_url":"https://www.academia.edu/attachments/39814219/download_file","bulk_download_file_name":"Motivational_determinants_of_coalition_f.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39814219/1977-_Motivational_Determinants_of_Coalition_Formation-libre.pdf?1447043005=\u0026response-content-disposition=attachment%3B+filename%3DMotivational_determinants_of_coalition_f.pdf\u0026Expires=1743457395\u0026Signature=Iz26O79A6k1xctj3r5hxd0Hkc7ZMaEQUi3i~65wI-LZMmpNT2RonJpBWkvbIwAiqmU4yGCwxA2EV-mFJvjnx69xdmwZBaK9IIAeQgsX4e-wj7MkFzuKlZNg-y3FnXHsuIeVImTxN3uC6BDt75rlqnyeyPnZv0sIoeE27nK5wAe0A1LM59KrGv8YgRuhUgNHvFOavFs1cOt6aflLOVHWI~ie2hf6L3BrZPvNCON3EvxwjFHNLPRztlp5t--szIZLGDcGIGgH-gv6WQLmjpXGk1Rsb-UCkKWc~d6u8g2FRuXjiN--hZI2v95gW0OhUpaGFjew8jN3CFuvavhmAbjDJrg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1218458,"name":"Experimental Social Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370007-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370011"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370011/Social_learning_locus_of_control_versus_attributional_causal_stability_interpretations_of_expectancy_of_success"><img alt="Research paper thumbnail of Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success" class="work-thumbnail" src="https://attachments.academia-assets.com/41874518/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370011/Social_learning_locus_of_control_versus_attributional_causal_stability_interpretations_of_expectancy_of_success">Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success</a></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370011-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370011-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26199908/figure-1-social-learning-locus-of-control-versus"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41874518/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26199936/table-1-social-learning-locus-of-control-versus"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41874518/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26199955/table-2-social-learning-locus-of-control-versus"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41874518/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26199972/table-3-social-learning-locus-of-control-versus"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41874518/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26199992/table-4-social-learning-locus-of-control-versus"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41874518/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26200014/table-5-social-learning-locus-of-control-versus"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41874518/table_005.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370011-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ca05b60b3f95512fceee60efb94ad98" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":41874518,"asset_id":17370011,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/41874518/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370011"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370011"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370011; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370011]").text(description); $(".js-view-count[data-work-id=17370011]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370011; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370011']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8ca05b60b3f95512fceee60efb94ad98" } } $('.js-work-strip[data-work-id=17370011]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370011,"title":"Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success","translated_title":"","metadata":{"journal_name":"Journal of Personality, Vol. 44, No. 1, pp. 52–68","publication_date":{"day":null,"month":3,"year":1976,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370011/Social_learning_locus_of_control_versus_attributional_causal_stability_interpretations_of_expectancy_of_success","translated_internal_url":"","created_at":"2015-10-27T15:00:07.021-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":41874518,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41874518/thumbnails/1.jpg","file_name":"Social_learning_locus_of_control_versu20160201-30232-15mft6i.pdf","download_url":"https://www.academia.edu/attachments/41874518/download_file","bulk_download_file_name":"Social_learning_locus_of_control_versus.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41874518/Social_learning_locus_of_control_versu20160201-30232-15mft6i-libre.pdf?1454395023=\u0026response-content-disposition=attachment%3B+filename%3DSocial_learning_locus_of_control_versus.pdf\u0026Expires=1743457395\u0026Signature=GOuQDQ7yh3QEKkem~iIrsuuu-3htWhW1HA1skSOL6DQ7WmlVq-C37F1QHgtcufTtqp-Us2Rd8B4r2u6TZ7H4BaeoTkzWSaVVyyqxwTUMmr6n99vTpuBP66U~9lfpMFre9AVhbuFcw9vhbtLBZ2quBpVqAtcE9IF6gDGjY9q8huuW6vjHah328AJPn2747hHW~jYbS9EmSWmRexvkjKY4hUEXwnnxqHeUg-S4BzV2IVmPbQThuweihuQ7kVJQt4nDdjMLpB7XglsAp3GQzZdzj-hoxImTpg7r5IUidAeLPvNBxllYH7JZPcVTqjLTZb~L5gz5Y1TxmtpKZ8ZbwF8eAQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_learning_locus_of_control_versus_attributional_causal_stability_interpretations_of_expectancy_of_success","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":41874518,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/41874518/thumbnails/1.jpg","file_name":"Social_learning_locus_of_control_versu20160201-30232-15mft6i.pdf","download_url":"https://www.academia.edu/attachments/41874518/download_file","bulk_download_file_name":"Social_learning_locus_of_control_versus.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/41874518/Social_learning_locus_of_control_versu20160201-30232-15mft6i-libre.pdf?1454395023=\u0026response-content-disposition=attachment%3B+filename%3DSocial_learning_locus_of_control_versus.pdf\u0026Expires=1743457395\u0026Signature=GOuQDQ7yh3QEKkem~iIrsuuu-3htWhW1HA1skSOL6DQ7WmlVq-C37F1QHgtcufTtqp-Us2Rd8B4r2u6TZ7H4BaeoTkzWSaVVyyqxwTUMmr6n99vTpuBP66U~9lfpMFre9AVhbuFcw9vhbtLBZ2quBpVqAtcE9IF6gDGjY9q8huuW6vjHah328AJPn2747hHW~jYbS9EmSWmRexvkjKY4hUEXwnnxqHeUg-S4BzV2IVmPbQThuweihuQ7kVJQt4nDdjMLpB7XglsAp3GQzZdzj-hoxImTpg7r5IUidAeLPvNBxllYH7JZPcVTqjLTZb~L5gz5Y1TxmtpKZ8ZbwF8eAQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning"},{"id":86018,"name":"Locus of Control","url":"https://www.academia.edu/Documents/in/Locus_of_Control"}],"urls":[{"id":6298054,"url":"https://www.researchgate.net/profile/Bernard_Weiner/publication/228038954_Social_learning_(locus_of_control)_versus_attributional_(causal_stability)_interpretations_of_expectancy_of_success1/links/54e65a720cf277664ff523b7.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370011-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370012"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370012/Cue_utilization_and_attributional_judgments_for_success_and_failure"><img alt="Research paper thumbnail of Cue utilization and attributional judgments for success and failure" class="work-thumbnail" src="https://attachments.academia-assets.com/39471775/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370012/Cue_utilization_and_attributional_judgments_for_success_and_failure">Cue utilization and attributional judgments for success and failure</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Two experiments are reported which examine causal attributions in achievement-related contexts Su...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Two experiments are reported which examine causal attributions in achievement-related contexts Subjects were provided with information about an achievement-related activity (the immediate outcome of the action, percentage of prior success and failure at the same and similar tasks, percentage of success and failure of others, time spent at the task, task structure, and whether the achievement activity was undertaken by oneself or others) The subjects were required to attribute the immediate performance outcome (success or failure) to the causal factors of ability, effort, task difficulty, and luck The data revealed that the achievement cues were systematically utilized both as main effects and in configural patterns Included among the significant findings were that success is more likely to be attributed to internal factors (ability and effort) than is failure, consistency with the performance of others results in task ascriptions, whereas inconsistency is attributed to ability, effort and luck, and consistency with one's own past performance is ascribed to ability and task difficulty, while inconsistent outcomes give rise to luck and effort attributions Individual data analyses revealed considerable systematic yet idiosyncratic usage of the achievement information The results suggest a confounding in the locus of control literature, and new directions for the study of achievement motivation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cac84a5c7ef46e27f37b5c527049fb4a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39471775,"asset_id":17370012,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39471775/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370012"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370012"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370012; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370012]").text(description); $(".js-view-count[data-work-id=17370012]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370012; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370012']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cac84a5c7ef46e27f37b5c527049fb4a" } } $('.js-work-strip[data-work-id=17370012]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370012,"title":"Cue utilization and attributional judgments for success and failure","translated_title":"","metadata":{"abstract":"Two experiments are reported which examine causal attributions in achievement-related contexts Subjects were provided with information about an achievement-related activity (the immediate outcome of the action, percentage of prior success and failure at the same and similar tasks, percentage of success and failure of others, time spent at the task, task structure, and whether the achievement activity was undertaken by oneself or others) The subjects were required to attribute the immediate performance outcome (success or failure) to the causal factors of ability, effort, task difficulty, and luck The data revealed that the achievement cues were systematically utilized both as main effects and in configural patterns Included among the significant findings were that success is more likely to be attributed to internal factors (ability and effort) than is failure, consistency with the performance of others results in task ascriptions, whereas inconsistency is attributed to ability, effort and luck, and consistency with one's own past performance is ascribed to ability and task difficulty, while inconsistent outcomes give rise to luck and effort attributions Individual data analyses revealed considerable systematic yet idiosyncratic usage of the achievement information The results suggest a confounding in the locus of control literature, and new directions for the study of achievement motivation.","journal_name":"Journal of Personality, Vol. 39, No. 4, pp. 591–605","publication_date":{"day":null,"month":12,"year":1971,"errors":{}}},"translated_abstract":"Two experiments are reported which examine causal attributions in achievement-related contexts Subjects were provided with information about an achievement-related activity (the immediate outcome of the action, percentage of prior success and failure at the same and similar tasks, percentage of success and failure of others, time spent at the task, task structure, and whether the achievement activity was undertaken by oneself or others) The subjects were required to attribute the immediate performance outcome (success or failure) to the causal factors of ability, effort, task difficulty, and luck The data revealed that the achievement cues were systematically utilized both as main effects and in configural patterns Included among the significant findings were that success is more likely to be attributed to internal factors (ability and effort) than is failure, consistency with the performance of others results in task ascriptions, whereas inconsistency is attributed to ability, effort and luck, and consistency with one's own past performance is ascribed to ability and task difficulty, while inconsistent outcomes give rise to luck and effort attributions Individual data analyses revealed considerable systematic yet idiosyncratic usage of the achievement information The results suggest a confounding in the locus of control literature, and new directions for the study of achievement motivation.","internal_url":"https://www.academia.edu/17370012/Cue_utilization_and_attributional_judgments_for_success_and_failure","translated_internal_url":"","created_at":"2015-10-27T15:00:07.225-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39471775,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471775/thumbnails/1.jpg","file_name":"Cue_utilization_and_attributional_judgme20151027-10893-1egngcr.pdf","download_url":"https://www.academia.edu/attachments/39471775/download_file","bulk_download_file_name":"Cue_utilization_and_attributional_judgme.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471775/Cue_utilization_and_attributional_judgme20151027-10893-1egngcr-libre.pdf?1445986094=\u0026response-content-disposition=attachment%3B+filename%3DCue_utilization_and_attributional_judgme.pdf\u0026Expires=1743457395\u0026Signature=MHi4IVKieGijpv0E4jfzpqlAnwuMx6j2kMYkzaOUNLVWR3l~2BrCF1NAdg~ZT5UN~yGCLvhUmGR9IppYjCboW9L6DFHzJhGl444qF45t-dlOElRCqML1us6-ue3Wm43qDT9Z6SRFyMtyBekUakqRWcMxLgKXj2PFB5962SDBxw9IZU1So-SfBCB9fRVilPlXWzJsb7K4s1d33iPQorV9loHTBE8bsxpwwPgWKc3lJAiLovjpk7f23CWjYv18bZUurmQkn-nUJGef1ph9Ow2yKcr5eyHx0wYWCirbx88abCUIQlmP1TAdSXIJ8RYas16GzbY3UUuBZI~tk46~oS6QsQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Cue_utilization_and_attributional_judgments_for_success_and_failure","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"Two experiments are reported which examine causal attributions in achievement-related contexts Subjects were provided with information about an achievement-related activity (the immediate outcome of the action, percentage of prior success and failure at the same and similar tasks, percentage of success and failure of others, time spent at the task, task structure, and whether the achievement activity was undertaken by oneself or others) The subjects were required to attribute the immediate performance outcome (success or failure) to the causal factors of ability, effort, task difficulty, and luck The data revealed that the achievement cues were systematically utilized both as main effects and in configural patterns Included among the significant findings were that success is more likely to be attributed to internal factors (ability and effort) than is failure, consistency with the performance of others results in task ascriptions, whereas inconsistency is attributed to ability, effort and luck, and consistency with one's own past performance is ascribed to ability and task difficulty, while inconsistent outcomes give rise to luck and effort attributions Individual data analyses revealed considerable systematic yet idiosyncratic usage of the achievement information The results suggest a confounding in the locus of control literature, and new directions for the study of achievement motivation.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39471775,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39471775/thumbnails/1.jpg","file_name":"Cue_utilization_and_attributional_judgme20151027-10893-1egngcr.pdf","download_url":"https://www.academia.edu/attachments/39471775/download_file","bulk_download_file_name":"Cue_utilization_and_attributional_judgme.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39471775/Cue_utilization_and_attributional_judgme20151027-10893-1egngcr-libre.pdf?1445986094=\u0026response-content-disposition=attachment%3B+filename%3DCue_utilization_and_attributional_judgme.pdf\u0026Expires=1743457395\u0026Signature=MHi4IVKieGijpv0E4jfzpqlAnwuMx6j2kMYkzaOUNLVWR3l~2BrCF1NAdg~ZT5UN~yGCLvhUmGR9IppYjCboW9L6DFHzJhGl444qF45t-dlOElRCqML1us6-ue3Wm43qDT9Z6SRFyMtyBekUakqRWcMxLgKXj2PFB5962SDBxw9IZU1So-SfBCB9fRVilPlXWzJsb7K4s1d33iPQorV9loHTBE8bsxpwwPgWKc3lJAiLovjpk7f23CWjYv18bZUurmQkn-nUJGef1ph9Ow2yKcr5eyHx0wYWCirbx88abCUIQlmP1TAdSXIJ8RYas16GzbY3UUuBZI~tk46~oS6QsQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370012-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370018"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370018/The_cognition_emotion_process_in_achievement_related_contexts"><img alt="Research paper thumbnail of The cognition-emotion process in achievement-related contexts" class="work-thumbnail" src="https://attachments.academia-assets.com/39807247/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370018/The_cognition_emotion_process_in_achievement_related_contexts">The cognition-emotion process in achievement-related contexts</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Two experiments examined the linkages between cognitions and emotions. In the 1st investigation, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Two experiments examined the linkages between cognitions and emotions. In the 1st investigation, 79 undergraduates reported a "critical incident," in which they succeeded or failed an exam for a particular reason (e.g., help from others, lack of long-term effort). They then recounted 3 affects that were experienced. The data reveal prevalent affects linked with success and failure regardless of the attribution for the outcome. Many emotions identified were associated with specific attributions (e.g., luck–surprise; others–gratitude and others–anger); dimensions of causal attributions, such as locus, also influenced recollected feeling states, particularly esteem-related emotions. It is proposed that in achievement-related contexts there are 3 sources of affect elicited by disparate cognitions. The 2nd experiment demonstrated that 48 undergraduates used emotional cues to infer why a success or a failure had occurred. The proposed cognition–emotion and emotion–cognition couplings appeared to be symmetrical. (13 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370018-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370018-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5256872/figure-1-the-cognition-emotion-process-in-achievement"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39807247/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5256880/table-1-the-cognition-emotion-process-in-achievement-related"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39807247/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5256884/table-2-the-cognition-emotion-process-in-achievement-related"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39807247/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5256893/table-3-the-cognition-emotion-process-in-achievement-related"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39807247/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5256900/table-4-the-cognition-emotion-process-in-achievement-related"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39807247/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5256905/table-5-the-cognition-emotion-process-in-achievement-related"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39807247/table_005.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370018-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="54938a27bc7b81315ee85d035e9c5c0f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39807247,"asset_id":17370018,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39807247/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370018"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370018"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370018; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370018]").text(description); $(".js-view-count[data-work-id=17370018]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370018; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370018']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "54938a27bc7b81315ee85d035e9c5c0f" } } $('.js-work-strip[data-work-id=17370018]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370018,"title":"The cognition-emotion process in achievement-related contexts","translated_title":"","metadata":{"abstract":"Two experiments examined the linkages between cognitions and emotions. In the 1st investigation, 79 undergraduates reported a \"critical incident,\" in which they succeeded or failed an exam for a particular reason (e.g., help from others, lack of long-term effort). They then recounted 3 affects that were experienced. The data reveal prevalent affects linked with success and failure regardless of the attribution for the outcome. Many emotions identified were associated with specific attributions (e.g., luck–surprise; others–gratitude and others–anger); dimensions of causal attributions, such as locus, also influenced recollected feeling states, particularly esteem-related emotions. It is proposed that in achievement-related contexts there are 3 sources of affect elicited by disparate cognitions. The 2nd experiment demonstrated that 48 undergraduates used emotional cues to infer why a success or a failure had occurred. The proposed cognition–emotion and emotion–cognition couplings appeared to be symmetrical. (13 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","ai_title_tag":"Cognition-Emotion Links in Achievement Contexts","journal_name":"Journal of Personality and Social Psychology, Vol. 37, No. 7, pp. 1211-1220","publication_date":{"day":null,"month":6,"year":1979,"errors":{}}},"translated_abstract":"Two experiments examined the linkages between cognitions and emotions. In the 1st investigation, 79 undergraduates reported a \"critical incident,\" in which they succeeded or failed an exam for a particular reason (e.g., help from others, lack of long-term effort). They then recounted 3 affects that were experienced. The data reveal prevalent affects linked with success and failure regardless of the attribution for the outcome. Many emotions identified were associated with specific attributions (e.g., luck–surprise; others–gratitude and others–anger); dimensions of causal attributions, such as locus, also influenced recollected feeling states, particularly esteem-related emotions. It is proposed that in achievement-related contexts there are 3 sources of affect elicited by disparate cognitions. The 2nd experiment demonstrated that 48 undergraduates used emotional cues to infer why a success or a failure had occurred. The proposed cognition–emotion and emotion–cognition couplings appeared to be symmetrical. (13 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370018/The_cognition_emotion_process_in_achievement_related_contexts","translated_internal_url":"","created_at":"2015-10-27T15:00:08.801-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39807247,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39807247/thumbnails/1.jpg","file_name":"1979_-_The_Cognition-Emotion_Process_in_Acheivement-Related_Contests.pdf","download_url":"https://www.academia.edu/attachments/39807247/download_file","bulk_download_file_name":"The_cognition_emotion_process_in_achieve.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39807247/1979_-_The_Cognition-Emotion_Process_in_Acheivement-Related_Contests-libre.pdf?1447019171=\u0026response-content-disposition=attachment%3B+filename%3DThe_cognition_emotion_process_in_achieve.pdf\u0026Expires=1743457395\u0026Signature=PM6Rr2uUc2NLF0NjSo-eScMsSnfqnDPZOLFXwXaBi8axDBPAdOD-DZIq31TxA83mlqhIS6dPgHRarPG4VcCbuhhmcC9Zsaa79QJaUMWBRRKvugAwv0PGeMhTNMV9lWxQbBtgRFQOW1xU2dZzq9VTRrPWygA3K8lwU~QIyIpcN7fBZjkr9-8pu5A15SXJbbIJYStGV6~9IKtx0w858KoWKkIdR3~z1TwqOW9QG0npRwNEv5Rpe9adpNI7vG9AukwNiaL8~hzeR4H8gu~MuKC9zQBHKC9DWwzaF6L4KmH1~K7So6MYXJDj9ssigQYugqYZ2AnuYX3QRz2FuEwzkXQdaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_cognition_emotion_process_in_achievement_related_contexts","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"Two experiments examined the linkages between cognitions and emotions. In the 1st investigation, 79 undergraduates reported a \"critical incident,\" in which they succeeded or failed an exam for a particular reason (e.g., help from others, lack of long-term effort). They then recounted 3 affects that were experienced. The data reveal prevalent affects linked with success and failure regardless of the attribution for the outcome. Many emotions identified were associated with specific attributions (e.g., luck–surprise; others–gratitude and others–anger); dimensions of causal attributions, such as locus, also influenced recollected feeling states, particularly esteem-related emotions. It is proposed that in achievement-related contexts there are 3 sources of affect elicited by disparate cognitions. The 2nd experiment demonstrated that 48 undergraduates used emotional cues to infer why a success or a failure had occurred. The proposed cognition–emotion and emotion–cognition couplings appeared to be symmetrical. (13 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39807247,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39807247/thumbnails/1.jpg","file_name":"1979_-_The_Cognition-Emotion_Process_in_Acheivement-Related_Contests.pdf","download_url":"https://www.academia.edu/attachments/39807247/download_file","bulk_download_file_name":"The_cognition_emotion_process_in_achieve.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39807247/1979_-_The_Cognition-Emotion_Process_in_Acheivement-Related_Contests-libre.pdf?1447019171=\u0026response-content-disposition=attachment%3B+filename%3DThe_cognition_emotion_process_in_achieve.pdf\u0026Expires=1743457395\u0026Signature=PM6Rr2uUc2NLF0NjSo-eScMsSnfqnDPZOLFXwXaBi8axDBPAdOD-DZIq31TxA83mlqhIS6dPgHRarPG4VcCbuhhmcC9Zsaa79QJaUMWBRRKvugAwv0PGeMhTNMV9lWxQbBtgRFQOW1xU2dZzq9VTRrPWygA3K8lwU~QIyIpcN7fBZjkr9-8pu5A15SXJbbIJYStGV6~9IKtx0w858KoWKkIdR3~z1TwqOW9QG0npRwNEv5Rpe9adpNI7vG9AukwNiaL8~hzeR4H8gu~MuKC9zQBHKC9DWwzaF6L4KmH1~K7So6MYXJDj9ssigQYugqYZ2AnuYX3QRz2FuEwzkXQdaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370018-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370020"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370020/Drive_versus_cognitive_theory_A_reply_to_Boor_and_Harmon"><img alt="Research paper thumbnail of Drive versus cognitive theory: A reply to Boor and Harmon" class="work-thumbnail" src="https://attachments.academia-assets.com/39807210/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370020/Drive_versus_cognitive_theory_A_reply_to_Boor_and_Harmon">Drive versus cognitive theory: A reply to Boor and Harmon</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Argues that the Hull-Spence conception cannot clearly predict the findings in this area, that M. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Argues that the Hull-Spence conception cannot clearly predict the findings in this area, that M. Boor and J. Harmon (see PA, Vol. 46:Issue 3) have misinterpreted B. Weiner's theoretical position, and that other conceptions of behavior (e.g., attribution theory) may account for the reported results. A replication of the Weiner study is presented, which includes the data called for by Boor and Harmon. Again drive theory was contradicted, while the data fit readily within cognitive conceptions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="169fa4910d4e3075099dfbb24abcaf1d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39807210,"asset_id":17370020,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39807210/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370020"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370020"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370020; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370020]").text(description); $(".js-view-count[data-work-id=17370020]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370020; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370020']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "169fa4910d4e3075099dfbb24abcaf1d" } } $('.js-work-strip[data-work-id=17370020]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370020,"title":"Drive versus cognitive theory: A reply to Boor and Harmon","translated_title":"","metadata":{"abstract":"Argues that the Hull-Spence conception cannot clearly predict the findings in this area, that M. Boor and J. Harmon (see PA, Vol. 46:Issue 3) have misinterpreted B. Weiner's theoretical position, and that other conceptions of behavior (e.g., attribution theory) may account for the reported results. A replication of the Weiner study is presented, which includes the data called for by Boor and Harmon. Again drive theory was contradicted, while the data fit readily within cognitive conceptions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Journal of Personality and Social Psychology, Vol. 18, No. 2, pp. 258-262","publication_date":{"day":null,"month":4,"year":1971,"errors":{}}},"translated_abstract":"Argues that the Hull-Spence conception cannot clearly predict the findings in this area, that M. Boor and J. Harmon (see PA, Vol. 46:Issue 3) have misinterpreted B. Weiner's theoretical position, and that other conceptions of behavior (e.g., attribution theory) may account for the reported results. A replication of the Weiner study is presented, which includes the data called for by Boor and Harmon. Again drive theory was contradicted, while the data fit readily within cognitive conceptions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370020/Drive_versus_cognitive_theory_A_reply_to_Boor_and_Harmon","translated_internal_url":"","created_at":"2015-10-27T15:00:09.410-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39807210,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39807210/thumbnails/1.jpg","file_name":"1971_-_Drive_Versus_Cognitive_Theory.pdf","download_url":"https://www.academia.edu/attachments/39807210/download_file","bulk_download_file_name":"Drive_versus_cognitive_theory_A_reply_to.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39807210/1971_-_Drive_Versus_Cognitive_Theory-libre.pdf?1447019025=\u0026response-content-disposition=attachment%3B+filename%3DDrive_versus_cognitive_theory_A_reply_to.pdf\u0026Expires=1743457395\u0026Signature=LIAvBNgGQjKo5qElb0feuyaxJWZnnWChg1ob0PUtqS31NX8D~7Xk0Y3zNTeVjy5Es8bx4vr3lT4bo1m819zI11nt6GxaEekqIS3joushdQgeYFcgX343nu0--609TUbkiNwC3UJEW4sOckeXPFoLibMsDLlN20Tw0JWFJqpCLjzLcDdgFZmDg-3NPobxokASRw7MW394EKl8Ss9SN66hUUdcII6gNwIX91DsZuHmuoaMbUpKnkQ5w7pqgVJ9MWVrZTQqTjwQzb8tZt31kU2L4fDSjuEpEthZ4WUHwTEDTb785kiHqJEq1sExirYptLPEKlYoUNvGeCsd-sXZFzRLQg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Drive_versus_cognitive_theory_A_reply_to_Boor_and_Harmon","translated_slug":"","page_count":3,"language":"en","content_type":"Work","summary":"Argues that the Hull-Spence conception cannot clearly predict the findings in this area, that M. Boor and J. Harmon (see PA, Vol. 46:Issue 3) have misinterpreted B. Weiner's theoretical position, and that other conceptions of behavior (e.g., attribution theory) may account for the reported results. A replication of the Weiner study is presented, which includes the data called for by Boor and Harmon. Again drive theory was contradicted, while the data fit readily within cognitive conceptions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39807210,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39807210/thumbnails/1.jpg","file_name":"1971_-_Drive_Versus_Cognitive_Theory.pdf","download_url":"https://www.academia.edu/attachments/39807210/download_file","bulk_download_file_name":"Drive_versus_cognitive_theory_A_reply_to.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39807210/1971_-_Drive_Versus_Cognitive_Theory-libre.pdf?1447019025=\u0026response-content-disposition=attachment%3B+filename%3DDrive_versus_cognitive_theory_A_reply_to.pdf\u0026Expires=1743457395\u0026Signature=LIAvBNgGQjKo5qElb0feuyaxJWZnnWChg1ob0PUtqS31NX8D~7Xk0Y3zNTeVjy5Es8bx4vr3lT4bo1m819zI11nt6GxaEekqIS3joushdQgeYFcgX343nu0--609TUbkiNwC3UJEW4sOckeXPFoLibMsDLlN20Tw0JWFJqpCLjzLcDdgFZmDg-3NPobxokASRw7MW394EKl8Ss9SN66hUUdcII6gNwIX91DsZuHmuoaMbUpKnkQ5w7pqgVJ9MWVrZTQqTjwQzb8tZt31kU2L4fDSjuEpEthZ4WUHwTEDTb785kiHqJEq1sExirYptLPEKlYoUNvGeCsd-sXZFzRLQg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370020-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370027"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370027/Further_evidence_concerning_the_effects_of_perceptions_of_effort_and_ability_on_achievement_evaluation"><img alt="Research paper thumbnail of Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation" class="work-thumbnail" src="https://attachments.academia-assets.com/39788383/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370027/Further_evidence_concerning_the_effects_of_perceptions_of_effort_and_ability_on_achievement_evaluation">Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reports 3 experiments based on the findings of B. Weiner and A. Kukla (see record 1970-12575-001)...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reports 3 experiments based on the findings of B. Weiner and A. Kukla (see record 1970-12575-001) that perceived effort expenditure and ability level in addition to achievement outcome, are determinants of reward and punishment in achievement-related contexts. In Exp I 32 male and female undergraduates served as Ss in a simulated teaching experiment. Results demonstrate that the trait of diligence, as well as high effort expended on a particular task, enhances rewards from others. In Exp II, with 81 Swiss school teachers, perceived task difficulty was manipulated by varying task instructions. It was found that the perceived difficulty of a test does not influence the rewards and punishments dispensed as a function of perceived effort expenditure and level of ability. In Exp III 216 undergraduates made judgments about hypothetical students in all experimental conditions. It was suggested that prior findings indicating that low ability is relatively rewarded may be mediated, in part, by inferences of compensatory effort. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f4a2294b7b2e897b6d95d5eaa8e04ee6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39788383,"asset_id":17370027,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39788383/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370027"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370027"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370027; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370027]").text(description); $(".js-view-count[data-work-id=17370027]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370027; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370027']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f4a2294b7b2e897b6d95d5eaa8e04ee6" } } $('.js-work-strip[data-work-id=17370027]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370027,"title":"Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation","translated_title":"","metadata":{"abstract":"Reports 3 experiments based on the findings of B. Weiner and A. Kukla (see record 1970-12575-001) that perceived effort expenditure and ability level in addition to achievement outcome, are determinants of reward and punishment in achievement-related contexts. In Exp I 32 male and female undergraduates served as Ss in a simulated teaching experiment. Results demonstrate that the trait of diligence, as well as high effort expended on a particular task, enhances rewards from others. In Exp II, with 81 Swiss school teachers, perceived task difficulty was manipulated by varying task instructions. It was found that the perceived difficulty of a test does not influence the rewards and punishments dispensed as a function of perceived effort expenditure and level of ability. In Exp III 216 undergraduates made judgments about hypothetical students in all experimental conditions. It was suggested that prior findings indicating that low ability is relatively rewarded may be mediated, in part, by inferences of compensatory effort. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Journal of Personality and Social Psychology, Vol. 28, No. 2, pp. 187-191","publication_date":{"day":null,"month":10,"year":1973,"errors":{}}},"translated_abstract":"Reports 3 experiments based on the findings of B. Weiner and A. Kukla (see record 1970-12575-001) that perceived effort expenditure and ability level in addition to achievement outcome, are determinants of reward and punishment in achievement-related contexts. In Exp I 32 male and female undergraduates served as Ss in a simulated teaching experiment. Results demonstrate that the trait of diligence, as well as high effort expended on a particular task, enhances rewards from others. In Exp II, with 81 Swiss school teachers, perceived task difficulty was manipulated by varying task instructions. It was found that the perceived difficulty of a test does not influence the rewards and punishments dispensed as a function of perceived effort expenditure and level of ability. In Exp III 216 undergraduates made judgments about hypothetical students in all experimental conditions. It was suggested that prior findings indicating that low ability is relatively rewarded may be mediated, in part, by inferences of compensatory effort. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370027/Further_evidence_concerning_the_effects_of_perceptions_of_effort_and_ability_on_achievement_evaluation","translated_internal_url":"","created_at":"2015-10-27T15:00:10.810-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39788383,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39788383/thumbnails/1.jpg","file_name":"1973_-_Further_Evidence_Concerning_The_Effects_of_Perceptions.pdf","download_url":"https://www.academia.edu/attachments/39788383/download_file","bulk_download_file_name":"Further_evidence_concerning_the_effects.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39788383/1973_-_Further_Evidence_Concerning_The_Effects_of_Perceptions-libre.pdf?1446953916=\u0026response-content-disposition=attachment%3B+filename%3DFurther_evidence_concerning_the_effects.pdf\u0026Expires=1743457395\u0026Signature=FRICT9Nw0Hn~tKKaWDIIXHAJKzIm9CuObC1O06A0AD7g6~IawmlXD8~OjB1Uir1ZsEed8Mt2bhSw3~AjUmgCmEMWi0sABEw7twqqtVvgB33P3qrOCjstX0YPNIUGHqLPQBdrQQlcH8dnfhwEka2bkK2VLDxCDpw5DfcmG-1TEwTZxdllWhk6WclObv2JOmdEZLwNIgBt7zuzN~ZRhROKIx8~a5NRcM3A6yozz9StUyBE3dr5jOwWWTpNUd~umz1BqOtblJnUaVI98zJ5Phw5tOsfKRMp2Rhe0oCMIe~720PceZVmRXBEdmfZaVjIkHcsoZDVew4ghgylPGKrYktmtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Further_evidence_concerning_the_effects_of_perceptions_of_effort_and_ability_on_achievement_evaluation","translated_slug":"","page_count":3,"language":"en","content_type":"Work","summary":"Reports 3 experiments based on the findings of B. Weiner and A. Kukla (see record 1970-12575-001) that perceived effort expenditure and ability level in addition to achievement outcome, are determinants of reward and punishment in achievement-related contexts. In Exp I 32 male and female undergraduates served as Ss in a simulated teaching experiment. Results demonstrate that the trait of diligence, as well as high effort expended on a particular task, enhances rewards from others. In Exp II, with 81 Swiss school teachers, perceived task difficulty was manipulated by varying task instructions. It was found that the perceived difficulty of a test does not influence the rewards and punishments dispensed as a function of perceived effort expenditure and level of ability. In Exp III 216 undergraduates made judgments about hypothetical students in all experimental conditions. It was suggested that prior findings indicating that low ability is relatively rewarded may be mediated, in part, by inferences of compensatory effort. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39788383,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39788383/thumbnails/1.jpg","file_name":"1973_-_Further_Evidence_Concerning_The_Effects_of_Perceptions.pdf","download_url":"https://www.academia.edu/attachments/39788383/download_file","bulk_download_file_name":"Further_evidence_concerning_the_effects.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39788383/1973_-_Further_Evidence_Concerning_The_Effects_of_Perceptions-libre.pdf?1446953916=\u0026response-content-disposition=attachment%3B+filename%3DFurther_evidence_concerning_the_effects.pdf\u0026Expires=1743457395\u0026Signature=FRICT9Nw0Hn~tKKaWDIIXHAJKzIm9CuObC1O06A0AD7g6~IawmlXD8~OjB1Uir1ZsEed8Mt2bhSw3~AjUmgCmEMWi0sABEw7twqqtVvgB33P3qrOCjstX0YPNIUGHqLPQBdrQQlcH8dnfhwEka2bkK2VLDxCDpw5DfcmG-1TEwTZxdllWhk6WclObv2JOmdEZLwNIgBt7zuzN~ZRhROKIx8~a5NRcM3A6yozz9StUyBE3dr5jOwWWTpNUd~umz1BqOtblJnUaVI98zJ5Phw5tOsfKRMp2Rhe0oCMIe~720PceZVmRXBEdmfZaVjIkHcsoZDVew4ghgylPGKrYktmtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":207295,"name":"Task Difficulty","url":"https://www.academia.edu/Documents/in/Task_Difficulty"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370027-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370028"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370028/Misattribution_for_failure_and_enhancement_of_achievement_strivings"><img alt="Research paper thumbnail of Misattribution for failure and enhancement of achievement strivings" class="work-thumbnail" src="https://attachments.academia-assets.com/39788042/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370028/Misattribution_for_failure_and_enhancement_of_achievement_strivings">Misattribution for failure and enhancement of achievement strivings</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A total of 200 male undergraduates, classified according to their level of achievement needs on a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A total of 200 male undergraduates, classified according to their level of achievement needs on a test by A. Mehrabian (1969), received 4 failure trials at a digit-symbol substitution task in 2 experiments. Prior to the failure, Ss in an experimental condition received a placebo pill described as interfering with their hand-eye coordination. Compared with Ss in a control condition, ascription of failure to the pill augmented the performance of Ss low in achievement needs, while it decreased the performance of Ss high in achievement needs. These findings were consistent across the 2 studies. Data are discussed in terms of their relevance to (a) an attributional analysis of Expectancy * Value theory, (b) achievement change programs, (c) the relation between thought and action, and (d) alleged attributional biases. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7e63e9e0056661ad862e26d2dbff91d0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39788042,"asset_id":17370028,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39788042/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370028"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370028"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370028; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370028]").text(description); $(".js-view-count[data-work-id=17370028]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370028; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370028']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7e63e9e0056661ad862e26d2dbff91d0" } } $('.js-work-strip[data-work-id=17370028]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370028,"title":"Misattribution for failure and enhancement of achievement strivings","translated_title":"","metadata":{"abstract":"A total of 200 male undergraduates, classified according to their level of achievement needs on a test by A. Mehrabian (1969), received 4 failure trials at a digit-symbol substitution task in 2 experiments. Prior to the failure, Ss in an experimental condition received a placebo pill described as interfering with their hand-eye coordination. Compared with Ss in a control condition, ascription of failure to the pill augmented the performance of Ss low in achievement needs, while it decreased the performance of Ss high in achievement needs. These findings were consistent across the 2 studies. Data are discussed in terms of their relevance to (a) an attributional analysis of Expectancy * Value theory, (b) achievement change programs, (c) the relation between thought and action, and (d) alleged attributional biases. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Journal of Personality and Social Psychology, Vol. 31, No. 3, pp. 415-421","publication_date":{"day":null,"month":3,"year":1975,"errors":{}}},"translated_abstract":"A total of 200 male undergraduates, classified according to their level of achievement needs on a test by A. Mehrabian (1969), received 4 failure trials at a digit-symbol substitution task in 2 experiments. Prior to the failure, Ss in an experimental condition received a placebo pill described as interfering with their hand-eye coordination. Compared with Ss in a control condition, ascription of failure to the pill augmented the performance of Ss low in achievement needs, while it decreased the performance of Ss high in achievement needs. These findings were consistent across the 2 studies. Data are discussed in terms of their relevance to (a) an attributional analysis of Expectancy * Value theory, (b) achievement change programs, (c) the relation between thought and action, and (d) alleged attributional biases. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370028/Misattribution_for_failure_and_enhancement_of_achievement_strivings","translated_internal_url":"","created_at":"2015-10-27T15:00:10.904-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39788042,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39788042/thumbnails/1.jpg","file_name":"1975_-_Misattribution_for_Failure_and_Enhancement.pdf","download_url":"https://www.academia.edu/attachments/39788042/download_file","bulk_download_file_name":"Misattribution_for_failure_and_enhanceme.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39788042/1975_-_Misattribution_for_Failure_and_Enhancement-libre.pdf?1446951704=\u0026response-content-disposition=attachment%3B+filename%3DMisattribution_for_failure_and_enhanceme.pdf\u0026Expires=1743457395\u0026Signature=RXn1Ox8dKNt4GbwD-rQK45521VU4jl4PTf7gOSGqN-Mj71g4dZAeXT25qIXyizVLj9EUQc838NWyTFB92mtV4wefsJ4GzkoAbVAC1iAPtyGEnFjPgfm7wbeOZADtUU8pK7e7~Neq8CrsUazUf9RPVHOYS~Ga4zP~nb9Qv0kHEsSk3zga2giua5wO~InlsZwqts~3aYCQma7gZWxRvhySk2zgOj8fyG0CW04ZT~5hM24uw8KS4OyzyzPDe3pVX0kUxACV7vsdK0oRCht9E5rgxvHbo~A~TA0vCay0bo6PA0uFLgvnG13dNJJU3ocNQekaPe1tNBXDrpbuHQLp7h3boA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Misattribution_for_failure_and_enhancement_of_achievement_strivings","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"A total of 200 male undergraduates, classified according to their level of achievement needs on a test by A. Mehrabian (1969), received 4 failure trials at a digit-symbol substitution task in 2 experiments. Prior to the failure, Ss in an experimental condition received a placebo pill described as interfering with their hand-eye coordination. Compared with Ss in a control condition, ascription of failure to the pill augmented the performance of Ss low in achievement needs, while it decreased the performance of Ss high in achievement needs. These findings were consistent across the 2 studies. Data are discussed in terms of their relevance to (a) an attributional analysis of Expectancy * Value theory, (b) achievement change programs, (c) the relation between thought and action, and (d) alleged attributional biases. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39788042,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39788042/thumbnails/1.jpg","file_name":"1975_-_Misattribution_for_Failure_and_Enhancement.pdf","download_url":"https://www.academia.edu/attachments/39788042/download_file","bulk_download_file_name":"Misattribution_for_failure_and_enhanceme.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39788042/1975_-_Misattribution_for_Failure_and_Enhancement-libre.pdf?1446951704=\u0026response-content-disposition=attachment%3B+filename%3DMisattribution_for_failure_and_enhanceme.pdf\u0026Expires=1743457395\u0026Signature=RXn1Ox8dKNt4GbwD-rQK45521VU4jl4PTf7gOSGqN-Mj71g4dZAeXT25qIXyizVLj9EUQc838NWyTFB92mtV4wefsJ4GzkoAbVAC1iAPtyGEnFjPgfm7wbeOZADtUU8pK7e7~Neq8CrsUazUf9RPVHOYS~Ga4zP~nb9Qv0kHEsSk3zga2giua5wO~InlsZwqts~3aYCQma7gZWxRvhySk2zgOj8fyG0CW04ZT~5hM24uw8KS4OyzyzPDe3pVX0kUxACV7vsdK0oRCht9E5rgxvHbo~A~TA0vCay0bo6PA0uFLgvnG13dNJJU3ocNQekaPe1tNBXDrpbuHQLp7h3boA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370028-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370031"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370031/Causal_ascriptions_and_achievement_behavior_A_conceptual_analysis_of_effort_and_reanalysis_of_locus_of_control"><img alt="Research paper thumbnail of Causal ascriptions and achievement behavior: A conceptual analysis of effort and reanalysis of locus of control" class="work-thumbnail" src="https://attachments.academia-assets.com/39787857/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370031/Causal_ascriptions_and_achievement_behavior_A_conceptual_analysis_of_effort_and_reanalysis_of_locus_of_control">Causal ascriptions and achievement behavior: A conceptual analysis of effort and reanalysis of locus of control</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Presents a cognitive model of motivation in which ascriptions concerning the causes of success an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Presents a cognitive model of motivation in which ascriptions concerning the causes of success and failure mediate between achievement outcomes and subsequent achievement-related behavior. 3 experiments were conducted in which (a) 63 American 5th and 6th grade males were given the Intellectual Achievement Responsibility Questionnaire and performed an achievement-oriented puzzle task, (b) 39 German high school males completed a digit substitution task, and (c) 23 German teachers ranked the amount of effort they would expend on several hypothetical tasks. It was found that attributions to effort (an internal or personal causal factor) magnified relative reward for success and punishment for failure at achievement activities. Attributions to lack of effort or bad luck (causal factors which may vary from moment to moment) produced lesser decrements in the expectancy of success following failure experiences than attributions to low ability or high task difficulty. Ability and task difficulty were perceived as fixed person and task characteristics, respectively. Results suggest that (a) locus of control (internal vs. external) and stability (fixed vs. variable) dimensions of causality are confounded in the locus of control literature, (b) task difficulty as a cue provides information on the efficacy of effort expenditure, and (c) outcomes at tasks of intermediate difficulty are most influenced by effort. It is concluded that attributions to effort play an important role in determining the direction, magnitude, and persistence of achievement-oriented activity. (25 ref.)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c152e941c43040e035309527daa29aa2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39787857,"asset_id":17370031,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39787857/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370031"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370031"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370031; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370031]").text(description); $(".js-view-count[data-work-id=17370031]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370031; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370031']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c152e941c43040e035309527daa29aa2" } } $('.js-work-strip[data-work-id=17370031]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370031,"title":"Causal ascriptions and achievement behavior: A conceptual analysis of effort and reanalysis of locus of control","translated_title":"","metadata":{"abstract":"Presents a cognitive model of motivation in which ascriptions concerning the causes of success and failure mediate between achievement outcomes and subsequent achievement-related behavior. 3 experiments were conducted in which (a) 63 American 5th and 6th grade males were given the Intellectual Achievement Responsibility Questionnaire and performed an achievement-oriented puzzle task, (b) 39 German high school males completed a digit substitution task, and (c) 23 German teachers ranked the amount of effort they would expend on several hypothetical tasks. It was found that attributions to effort (an internal or personal causal factor) magnified relative reward for success and punishment for failure at achievement activities. Attributions to lack of effort or bad luck (causal factors which may vary from moment to moment) produced lesser decrements in the expectancy of success following failure experiences than attributions to low ability or high task difficulty. Ability and task difficulty were perceived as fixed person and task characteristics, respectively. Results suggest that (a) locus of control (internal vs. external) and stability (fixed vs. variable) dimensions of causality are confounded in the locus of control literature, (b) task difficulty as a cue provides information on the efficacy of effort expenditure, and (c) outcomes at tasks of intermediate difficulty are most influenced by effort. It is concluded that attributions to effort play an important role in determining the direction, magnitude, and persistence of achievement-oriented activity. (25 ref.)","more_info":"In Weiner, B. (Ed.), Achievement motivation and attribution theory. (pp. 105-113). ","publisher":"Morristown, N. J.: General Learning Press.","publication_date":{"day":null,"month":null,"year":1974,"errors":{}}},"translated_abstract":"Presents a cognitive model of motivation in which ascriptions concerning the causes of success and failure mediate between achievement outcomes and subsequent achievement-related behavior. 3 experiments were conducted in which (a) 63 American 5th and 6th grade males were given the Intellectual Achievement Responsibility Questionnaire and performed an achievement-oriented puzzle task, (b) 39 German high school males completed a digit substitution task, and (c) 23 German teachers ranked the amount of effort they would expend on several hypothetical tasks. It was found that attributions to effort (an internal or personal causal factor) magnified relative reward for success and punishment for failure at achievement activities. Attributions to lack of effort or bad luck (causal factors which may vary from moment to moment) produced lesser decrements in the expectancy of success following failure experiences than attributions to low ability or high task difficulty. Ability and task difficulty were perceived as fixed person and task characteristics, respectively. Results suggest that (a) locus of control (internal vs. external) and stability (fixed vs. variable) dimensions of causality are confounded in the locus of control literature, (b) task difficulty as a cue provides information on the efficacy of effort expenditure, and (c) outcomes at tasks of intermediate difficulty are most influenced by effort. It is concluded that attributions to effort play an important role in determining the direction, magnitude, and persistence of achievement-oriented activity. (25 ref.)","internal_url":"https://www.academia.edu/17370031/Causal_ascriptions_and_achievement_behavior_A_conceptual_analysis_of_effort_and_reanalysis_of_locus_of_control","translated_internal_url":"","created_at":"2015-10-27T15:00:11.452-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39787857,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39787857/thumbnails/1.jpg","file_name":"A_Conceputual_Analysis_of_Locus_of_Control.pdf","download_url":"https://www.academia.edu/attachments/39787857/download_file","bulk_download_file_name":"Causal_ascriptions_and_achievement_behav.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39787857/A_Conceputual_Analysis_of_Locus_of_Control-libre.pdf?1446951137=\u0026response-content-disposition=attachment%3B+filename%3DCausal_ascriptions_and_achievement_behav.pdf\u0026Expires=1743457395\u0026Signature=Kkl6cYKbQXh0qAkWTize2BYdXmlsl~vyRSGPpCcHjEv0pXeqmWNB7bpybZcbSWYOVxpP2Xs8LdvRQA65a9CGMgqvINqkol2qADLww7L4GL~enq0yh6F4wdYMlLIBKgQnrqGZUbDMINjzjl5fXMYp-GuaBW5AV1duGxZ9K8toQlQ6heWWsUa84dPkGXbp7Q2OS33IdVp8xm28SKc3gORaYQUlDDvRvUFdUITfk8y209bBxZqneUCWA2rzPh3IG-q9CCVtVMpod0dG5wjpUfHHpOLt2VzoflEHVZxi7RrkOw2XbTrWtqc~2Hp-CEH48nwpj~MYqB3v8W4~OaabBEd24g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Causal_ascriptions_and_achievement_behavior_A_conceptual_analysis_of_effort_and_reanalysis_of_locus_of_control","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"Presents a cognitive model of motivation in which ascriptions concerning the causes of success and failure mediate between achievement outcomes and subsequent achievement-related behavior. 3 experiments were conducted in which (a) 63 American 5th and 6th grade males were given the Intellectual Achievement Responsibility Questionnaire and performed an achievement-oriented puzzle task, (b) 39 German high school males completed a digit substitution task, and (c) 23 German teachers ranked the amount of effort they would expend on several hypothetical tasks. It was found that attributions to effort (an internal or personal causal factor) magnified relative reward for success and punishment for failure at achievement activities. Attributions to lack of effort or bad luck (causal factors which may vary from moment to moment) produced lesser decrements in the expectancy of success following failure experiences than attributions to low ability or high task difficulty. Ability and task difficulty were perceived as fixed person and task characteristics, respectively. Results suggest that (a) locus of control (internal vs. external) and stability (fixed vs. variable) dimensions of causality are confounded in the locus of control literature, (b) task difficulty as a cue provides information on the efficacy of effort expenditure, and (c) outcomes at tasks of intermediate difficulty are most influenced by effort. It is concluded that attributions to effort play an important role in determining the direction, magnitude, and persistence of achievement-oriented activity. (25 ref.)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39787857,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39787857/thumbnails/1.jpg","file_name":"A_Conceputual_Analysis_of_Locus_of_Control.pdf","download_url":"https://www.academia.edu/attachments/39787857/download_file","bulk_download_file_name":"Causal_ascriptions_and_achievement_behav.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39787857/A_Conceputual_Analysis_of_Locus_of_Control-libre.pdf?1446951137=\u0026response-content-disposition=attachment%3B+filename%3DCausal_ascriptions_and_achievement_behav.pdf\u0026Expires=1743457395\u0026Signature=Kkl6cYKbQXh0qAkWTize2BYdXmlsl~vyRSGPpCcHjEv0pXeqmWNB7bpybZcbSWYOVxpP2Xs8LdvRQA65a9CGMgqvINqkol2qADLww7L4GL~enq0yh6F4wdYMlLIBKgQnrqGZUbDMINjzjl5fXMYp-GuaBW5AV1duGxZ9K8toQlQ6heWWsUa84dPkGXbp7Q2OS33IdVp8xm28SKc3gORaYQUlDDvRvUFdUITfk8y209bBxZqneUCWA2rzPh3IG-q9CCVtVMpod0dG5wjpUfHHpOLt2VzoflEHVZxi7RrkOw2XbTrWtqc~2Hp-CEH48nwpj~MYqB3v8W4~OaabBEd24g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":49021,"name":"Reward","url":"https://www.academia.edu/Documents/in/Reward"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School"},{"id":86018,"name":"Locus of Control","url":"https://www.academia.edu/Documents/in/Locus_of_Control"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":106904,"name":"Conceptual analysis","url":"https://www.academia.edu/Documents/in/Conceptual_analysis"},{"id":128493,"name":"Punishment","url":"https://www.academia.edu/Documents/in/Punishment"},{"id":207295,"name":"Task Difficulty","url":"https://www.academia.edu/Documents/in/Task_Difficulty"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":504701,"name":"Cognitive Model","url":"https://www.academia.edu/Documents/in/Cognitive_Model"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370031-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370032"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370032/The_perceived_informational_value_and_affective_consequences_of_choice_behavior_and_intermediate_difficulty_task_selection"><img alt="Research paper thumbnail of The perceived informational value and affective consequences of choice behavior and intermediate difficulty task selection" class="work-thumbnail" src="https://attachments.academia-assets.com/39779679/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370032/The_perceived_informational_value_and_affective_consequences_of_choice_behavior_and_intermediate_difficulty_task_selection">The perceived informational value and affective consequences of choice behavior and intermediate difficulty task selection</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Four experiments were conducted that examine the affective and informational determinants of risk...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Four experiments were conducted that examine the affective and informational determinants of risk-preference behavior. In the initial two experiments, subjects classified according to their level of achievement needs expressed a preference among tasks varying in difficulty. In two of the experimental conditions, instructions, respectively, conveyed that performance at the task chosen should either maximize satisfaction or the information gained about one's ability and effort expenditure. It was found that the majority of all subjects preferred to undertake tasks of intermediate difficulty and that both positive affect and information gain were perceived to be optimal at or near the level of intermediate difficulty. Experiments III and IV investigated at what level of task difficulty individuals most desire information about their performance. Police trainees and high school students with disparate self-concepts of respective target shooting and high-jumping ability were able to receive limited but self-selected performance feedback at a series of achievement tasks that varied in difficulty. The data revealed that the tasks selected for feedback became objectively less difficult as the self-perception of ability decreased. In addition, the tasks chosen for feedback were near the intermediate subjective certainty of success level for all subjects. It was contended that the data contradict Atkinson's model of choice but support an attributional conception. The general issue of affective versus informational models of motivation was discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ad1fcd570e52fa72f079104934b1dff7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39779679,"asset_id":17370032,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39779679/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370032"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370032"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370032; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370032]").text(description); $(".js-view-count[data-work-id=17370032]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370032; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370032']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ad1fcd570e52fa72f079104934b1dff7" } } $('.js-work-strip[data-work-id=17370032]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370032,"title":"The perceived informational value and affective consequences of choice behavior and intermediate difficulty task selection","translated_title":"","metadata":{"abstract":"Four experiments were conducted that examine the affective and informational determinants of risk-preference behavior. In the initial two experiments, subjects classified according to their level of achievement needs expressed a preference among tasks varying in difficulty. In two of the experimental conditions, instructions, respectively, conveyed that performance at the task chosen should either maximize satisfaction or the information gained about one's ability and effort expenditure. It was found that the majority of all subjects preferred to undertake tasks of intermediate difficulty and that both positive affect and information gain were perceived to be optimal at or near the level of intermediate difficulty. Experiments III and IV investigated at what level of task difficulty individuals most desire information about their performance. Police trainees and high school students with disparate self-concepts of respective target shooting and high-jumping ability were able to receive limited but self-selected performance feedback at a series of achievement tasks that varied in difficulty. The data revealed that the tasks selected for feedback became objectively less difficult as the self-perception of ability decreased. In addition, the tasks chosen for feedback were near the intermediate subjective certainty of success level for all subjects. It was contended that the data contradict Atkinson's model of choice but support an attributional conception. The general issue of affective versus informational models of motivation was discussed.","journal_name":"Journal of Research in Personality, Vol. 10, No. 4, pp. 410–423","publication_date":{"day":null,"month":12,"year":1976,"errors":{}}},"translated_abstract":"Four experiments were conducted that examine the affective and informational determinants of risk-preference behavior. In the initial two experiments, subjects classified according to their level of achievement needs expressed a preference among tasks varying in difficulty. In two of the experimental conditions, instructions, respectively, conveyed that performance at the task chosen should either maximize satisfaction or the information gained about one's ability and effort expenditure. It was found that the majority of all subjects preferred to undertake tasks of intermediate difficulty and that both positive affect and information gain were perceived to be optimal at or near the level of intermediate difficulty. Experiments III and IV investigated at what level of task difficulty individuals most desire information about their performance. Police trainees and high school students with disparate self-concepts of respective target shooting and high-jumping ability were able to receive limited but self-selected performance feedback at a series of achievement tasks that varied in difficulty. The data revealed that the tasks selected for feedback became objectively less difficult as the self-perception of ability decreased. In addition, the tasks chosen for feedback were near the intermediate subjective certainty of success level for all subjects. It was contended that the data contradict Atkinson's model of choice but support an attributional conception. The general issue of affective versus informational models of motivation was discussed.","internal_url":"https://www.academia.edu/17370032/The_perceived_informational_value_and_affective_consequences_of_choice_behavior_and_intermediate_difficulty_task_selection","translated_internal_url":"","created_at":"2015-10-27T15:00:12.521-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39779679,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39779679/thumbnails/1.jpg","file_name":"1976_-_A_Perceived_Informational_Value_and_Affective.pdf","download_url":"https://www.academia.edu/attachments/39779679/download_file","bulk_download_file_name":"The_perceived_informational_value_and_af.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39779679/1976_-_A_Perceived_Informational_Value_and_Affective-libre.pdf?1446926372=\u0026response-content-disposition=attachment%3B+filename%3DThe_perceived_informational_value_and_af.pdf\u0026Expires=1743457395\u0026Signature=L23u4ExOnVOf64jKmvAG45V3U8dqaR8XcNLCQCQnxPTXU6QJDXUMlqWFuXJK5aVaY8hLMlaNrjKz4xJ3AKWjV4PYSMjpE5blLc5t76UZk8K6X7-a2-PTOmaA5ZxqyWYXUW6zkrT1J8PIAfJlxnIKhc3qIEOPuOfzKOKiBea7I4rmpFW4FI8YQJpXgrBh-NcwJIF2LCcjBfzG1m3qsZ1BuI5SAsK9kvJIJ6QrvnNGRrAlFMBClxkzGbdmCo~g6lROKgh-fg9M287k1E5rtqqhdx0ENTp9exsuD8XrAGDLJ-ltQltz551OdvDYHRQfH96aF9MMYUh7pHN7mxl1iPCCkw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_perceived_informational_value_and_affective_consequences_of_choice_behavior_and_intermediate_difficulty_task_selection","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":"Four experiments were conducted that examine the affective and informational determinants of risk-preference behavior. In the initial two experiments, subjects classified according to their level of achievement needs expressed a preference among tasks varying in difficulty. In two of the experimental conditions, instructions, respectively, conveyed that performance at the task chosen should either maximize satisfaction or the information gained about one's ability and effort expenditure. It was found that the majority of all subjects preferred to undertake tasks of intermediate difficulty and that both positive affect and information gain were perceived to be optimal at or near the level of intermediate difficulty. Experiments III and IV investigated at what level of task difficulty individuals most desire information about their performance. Police trainees and high school students with disparate self-concepts of respective target shooting and high-jumping ability were able to receive limited but self-selected performance feedback at a series of achievement tasks that varied in difficulty. The data revealed that the tasks selected for feedback became objectively less difficult as the self-perception of ability decreased. In addition, the tasks chosen for feedback were near the intermediate subjective certainty of success level for all subjects. It was contended that the data contradict Atkinson's model of choice but support an attributional conception. The general issue of affective versus informational models of motivation was discussed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39779679,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39779679/thumbnails/1.jpg","file_name":"1976_-_A_Perceived_Informational_Value_and_Affective.pdf","download_url":"https://www.academia.edu/attachments/39779679/download_file","bulk_download_file_name":"The_perceived_informational_value_and_af.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39779679/1976_-_A_Perceived_Informational_Value_and_Affective-libre.pdf?1446926372=\u0026response-content-disposition=attachment%3B+filename%3DThe_perceived_informational_value_and_af.pdf\u0026Expires=1743457395\u0026Signature=L23u4ExOnVOf64jKmvAG45V3U8dqaR8XcNLCQCQnxPTXU6QJDXUMlqWFuXJK5aVaY8hLMlaNrjKz4xJ3AKWjV4PYSMjpE5blLc5t76UZk8K6X7-a2-PTOmaA5ZxqyWYXUW6zkrT1J8PIAfJlxnIKhc3qIEOPuOfzKOKiBea7I4rmpFW4FI8YQJpXgrBh-NcwJIF2LCcjBfzG1m3qsZ1BuI5SAsK9kvJIJ6QrvnNGRrAlFMBClxkzGbdmCo~g6lROKgh-fg9M287k1E5rtqqhdx0ENTp9exsuD8XrAGDLJ-ltQltz551OdvDYHRQfH96aF9MMYUh7pHN7mxl1iPCCkw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":1256385,"name":"Information Value","url":"https://www.academia.edu/Documents/in/Information_Value"},{"id":1529835,"name":"Choice Behavior","url":"https://www.academia.edu/Documents/in/Choice_Behavior"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370032-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4318435" id="1960s"><div class="js-work-strip profile--work_container" data-work-id="17370004"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370004/Achievement_Motivation_and_the_Recall_of_Incompleted_and_Completed_Exam_Questions"><img alt="Research paper thumbnail of Achievement Motivation and the Recall of Incompleted and Completed Exam Questions" class="work-thumbnail" src="https://attachments.academia-assets.com/39837388/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370004/Achievement_Motivation_and_the_Recall_of_Incompleted_and_Completed_Exam_Questions">Achievement Motivation and the Recall of Incompleted and Completed Exam Questions</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">205 male students indicated their level of aspiration on a final exam, and subsequently were aske...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">205 male students indicated their level of aspiration on a final exam, and subsequently were asked to recall the exam items. 2 measures of resultant achievement motivation, 1 objective and 1 in part projective, were used to classify ss into motive groups. for both measures ss high in resultant achievement motivation recalled a greater percentage of failed than passed questions (the zeigarnik effect). they also exhibited a greater zeigarnik effect than ss low in resultant achievement motivation. it is hypothesized that these ss covertly rehearse and think about the missed questions more than ss low in achievement motivation. it is contended that the zeigarnik effect is a learning rather than a memory phenomenon. only the projective measure revealed group differences in level of aspiration. (22 ref.)</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370004-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370004-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/17117423/figure-1-achievement-motivation-and-the-recall-of"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39837388/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/17117425/figure-2-fia-percentage-recall-of-correct-and-in-correct"><img alt="Fia. 1. Percentage recall of correct and in- correct items when Ss are classified according to strength of resultant achievement motivation (TAT-TAQ). Acuinvement MortivaTioN AND THE RecaLL or Exam Questions " class="figure-slide-image" src="https://figures.academia-assets.com/39837388/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/17117426/table-1-achievement-motivation-and-the-recall-of-incompleted"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39837388/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370004-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9300207798a4ec5ae881b44587c91eff" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39837388,"asset_id":17370004,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39837388/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370004"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370004"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370004; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370004]").text(description); $(".js-view-count[data-work-id=17370004]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370004; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370004']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9300207798a4ec5ae881b44587c91eff" } } $('.js-work-strip[data-work-id=17370004]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370004,"title":"Achievement Motivation and the Recall of Incompleted and Completed Exam Questions","translated_title":"","metadata":{"abstract":"205 male students indicated their level of aspiration on a final exam, and subsequently were asked to recall the exam items. 2 measures of resultant achievement motivation, 1 objective and 1 in part projective, were used to classify ss into motive groups. for both measures ss high in resultant achievement motivation recalled a greater percentage of failed than passed questions (the zeigarnik effect). they also exhibited a greater zeigarnik effect than ss low in resultant achievement motivation. it is hypothesized that these ss covertly rehearse and think about the missed questions more than ss low in achievement motivation. it is contended that the zeigarnik effect is a learning rather than a memory phenomenon. only the projective measure revealed group differences in level of aspiration. (22 ref.)","more_info":"Reprinted in Lindzey, G., Hall, C., \u0026 Manosowitz, M. (Eds.) (1973), Theories of personality: Primary sources and research. New York: Wiley.","journal_name":"Journal of Educational Psychology, Vol. 59, No. 3, pp. 181-185","publication_date":{"day":null,"month":1,"year":1968,"errors":{}}},"translated_abstract":"205 male students indicated their level of aspiration on a final exam, and subsequently were asked to recall the exam items. 2 measures of resultant achievement motivation, 1 objective and 1 in part projective, were used to classify ss into motive groups. for both measures ss high in resultant achievement motivation recalled a greater percentage of failed than passed questions (the zeigarnik effect). they also exhibited a greater zeigarnik effect than ss low in resultant achievement motivation. it is hypothesized that these ss covertly rehearse and think about the missed questions more than ss low in achievement motivation. it is contended that the zeigarnik effect is a learning rather than a memory phenomenon. only the projective measure revealed group differences in level of aspiration. (22 ref.)","internal_url":"https://www.academia.edu/17370004/Achievement_Motivation_and_the_Recall_of_Incompleted_and_Completed_Exam_Questions","translated_internal_url":"","created_at":"2015-10-27T15:00:05.553-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39837388,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837388/thumbnails/1.jpg","file_name":"1968_-_Achievement_Motivation_and_The_Recall.pdf","download_url":"https://www.academia.edu/attachments/39837388/download_file","bulk_download_file_name":"Achievement_Motivation_and_the_Recall_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837388/1968_-_Achievement_Motivation_and_The_Recall-libre.pdf?1447091006=\u0026response-content-disposition=attachment%3B+filename%3DAchievement_Motivation_and_the_Recall_of.pdf\u0026Expires=1743457395\u0026Signature=Lrqy96IJ-XnabDbKAeGRS1O8CwEAzV1LScHdle7ZS5SPL8EY~D~t0pzUAS3-z8EqWq95cwp7rAfEI6LKyGDSHOUA4EazXTonca0rPARFZ6XTprtq1i4iakyuWKHo~daJJohsRkH5e4DqzGR7ZoOJRHOi3zT7nIuHHPY0YXwVyuZKIsjbuLpqrKuG~HDxAfzjdt5G-clwRI9GtAOWkkL4lUdewcgRhZHXdebXmBUCkGni1MY-sTtJwF8Sfid9D5ZM2dG1Oh4j61GBniOo4NVvo3su7DLcsXRZbBvE~09nblA~UBpBUaxfe8evm8c~G~0Hn4VtNRtnaasq12j68k8AAg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Achievement_Motivation_and_the_Recall_of_Incompleted_and_Completed_Exam_Questions","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"205 male students indicated their level of aspiration on a final exam, and subsequently were asked to recall the exam items. 2 measures of resultant achievement motivation, 1 objective and 1 in part projective, were used to classify ss into motive groups. for both measures ss high in resultant achievement motivation recalled a greater percentage of failed than passed questions (the zeigarnik effect). they also exhibited a greater zeigarnik effect than ss low in resultant achievement motivation. it is hypothesized that these ss covertly rehearse and think about the missed questions more than ss low in achievement motivation. it is contended that the zeigarnik effect is a learning rather than a memory phenomenon. only the projective measure revealed group differences in level of aspiration. (22 ref.)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39837388,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39837388/thumbnails/1.jpg","file_name":"1968_-_Achievement_Motivation_and_The_Recall.pdf","download_url":"https://www.academia.edu/attachments/39837388/download_file","bulk_download_file_name":"Achievement_Motivation_and_the_Recall_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39837388/1968_-_Achievement_Motivation_and_The_Recall-libre.pdf?1447091006=\u0026response-content-disposition=attachment%3B+filename%3DAchievement_Motivation_and_the_Recall_of.pdf\u0026Expires=1743457395\u0026Signature=Lrqy96IJ-XnabDbKAeGRS1O8CwEAzV1LScHdle7ZS5SPL8EY~D~t0pzUAS3-z8EqWq95cwp7rAfEI6LKyGDSHOUA4EazXTonca0rPARFZ6XTprtq1i4iakyuWKHo~daJJohsRkH5e4DqzGR7ZoOJRHOi3zT7nIuHHPY0YXwVyuZKIsjbuLpqrKuG~HDxAfzjdt5G-clwRI9GtAOWkkL4lUdewcgRhZHXdebXmBUCkGni1MY-sTtJwF8Sfid9D5ZM2dG1Oh4j61GBniOo4NVvo3su7DLcsXRZbBvE~09nblA~UBpBUaxfe8evm8c~G~0Hn4VtNRtnaasq12j68k8AAg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370004-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370010"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370010/Motivated_forgetting_and_the_study_of_repression"><img alt="Research paper thumbnail of Motivated forgetting and the study of repression" class="work-thumbnail" src="https://attachments.academia-assets.com/39814193/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370010/Motivated_forgetting_and_the_study_of_repression">Motivated forgetting and the study of repression</a></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370010-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370010-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911472/figure-1-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911480/figure-2-soipnys-jeyuowriedxe-yo-areuruing-gd"><img alt="‘soipnys jeyuowriedxe yo Areuruing <7 21gD,y, " class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911494/figure-3-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911501/figure-4-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911508/figure-5-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911511/figure-6-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911522/figure-7-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911534/figure-8-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911543/figure-9-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911553/table-1-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911557/table-2-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911567/table-3-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911573/table-4-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50911578/table-5-motivated-forgetting-and-the-study-of-repression"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39814193/table_005.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370010-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="de72eff3289f3934c5f98e4f5dd71b76" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39814193,"asset_id":17370010,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39814193/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370010"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370010"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370010; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370010]").text(description); $(".js-view-count[data-work-id=17370010]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370010; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370010']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "de72eff3289f3934c5f98e4f5dd71b76" } } $('.js-work-strip[data-work-id=17370010]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370010,"title":"Motivated forgetting and the study of repression","translated_title":"","metadata":{"journal_name":"Journal of Personality, Vol. 36, No. 2, pp. 213-34","publication_date":{"day":null,"month":7,"year":1968,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370010/Motivated_forgetting_and_the_study_of_repression","translated_internal_url":"","created_at":"2015-10-27T15:00:06.678-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39814193,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39814193/thumbnails/1.jpg","file_name":"1968_-_Motivated_Forgetting_and_The_Study_Of_Repression.pdf","download_url":"https://www.academia.edu/attachments/39814193/download_file","bulk_download_file_name":"Motivated_forgetting_and_the_study_of_re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39814193/1968_-_Motivated_Forgetting_and_The_Study_Of_Repression-libre.pdf?1447042879=\u0026response-content-disposition=attachment%3B+filename%3DMotivated_forgetting_and_the_study_of_re.pdf\u0026Expires=1743457395\u0026Signature=I~~ig1NSrNuWtv-sJwNceVeOxMDv~HvroQInSg~pid4JXfORvQBGy95SttQM9ZAAzPPbpUZrmPN6wa5WGiXV7SxBUBDVBT00yiQIXmwJiOZRV6YUlkiCn-H-ykSHwMVLFxAXXqt8vTm82wqvfVuL3xAHrCB7V89a3KQ3skjUlI7JHSIGYEcYXiDA8B5rm1ftltOacbYp4E4XLb8iQozHpD9w~eBIAog0-E6PvgYlGdfV47YuRammcx~C8uFkvtetkexG0abW9nCpHIPoMgel-1DOjoK5vK9RxLKu~ijE-J2ApxJAC~iVksdApG-wZBlwkOVl4LtoYSDriSC1EBXfyA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivated_forgetting_and_the_study_of_repression","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39814193,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39814193/thumbnails/1.jpg","file_name":"1968_-_Motivated_Forgetting_and_The_Study_Of_Repression.pdf","download_url":"https://www.academia.edu/attachments/39814193/download_file","bulk_download_file_name":"Motivated_forgetting_and_the_study_of_re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39814193/1968_-_Motivated_Forgetting_and_The_Study_Of_Repression-libre.pdf?1447042879=\u0026response-content-disposition=attachment%3B+filename%3DMotivated_forgetting_and_the_study_of_re.pdf\u0026Expires=1743457395\u0026Signature=I~~ig1NSrNuWtv-sJwNceVeOxMDv~HvroQInSg~pid4JXfORvQBGy95SttQM9ZAAzPPbpUZrmPN6wa5WGiXV7SxBUBDVBT00yiQIXmwJiOZRV6YUlkiCn-H-ykSHwMVLFxAXXqt8vTm82wqvfVuL3xAHrCB7V89a3KQ3skjUlI7JHSIGYEcYXiDA8B5rm1ftltOacbYp4E4XLb8iQozHpD9w~eBIAog0-E6PvgYlGdfV47YuRammcx~C8uFkvtetkexG0abW9nCpHIPoMgel-1DOjoK5vK9RxLKu~ijE-J2ApxJAC~iVksdApG-wZBlwkOVl4LtoYSDriSC1EBXfyA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect"},{"id":76714,"name":"Color","url":"https://www.academia.edu/Documents/in/Color"},{"id":88325,"name":"Cues","url":"https://www.academia.edu/Documents/in/Cues"},{"id":128493,"name":"Punishment","url":"https://www.academia.edu/Documents/in/Punishment"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370010-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370014"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370014/The_Effects_of_Unsatisfied_Achievement_Motivation_on_Persistence_and_Subsequent_Performance"><img alt="Research paper thumbnail of The Effects of Unsatisfied Achievement Motivation on Persistence and Subsequent Performance" class="work-thumbnail" src="https://attachments.academia-assets.com/39814168/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370014/The_Effects_of_Unsatisfied_Achievement_Motivation_on_Persistence_and_Subsequent_Performance">The Effects of Unsatisfied Achievement Motivation on Persistence and Subsequent Performance</a></div><div class="wp-workCard_item"><span>Journal of Personality</span><span>, Oct 1965</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d54767b2fd23f2a17ea2845d22f20759" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39814168,"asset_id":17370014,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39814168/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370014"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370014"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370014; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370014]").text(description); $(".js-view-count[data-work-id=17370014]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370014; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370014']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d54767b2fd23f2a17ea2845d22f20759" } } $('.js-work-strip[data-work-id=17370014]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370014,"title":"The Effects of Unsatisfied Achievement Motivation on Persistence and Subsequent Performance","translated_title":"","metadata":{"more_info":"Reprinted in \tAtkinson, J. W., \u0026 Raynor, J. O. (Eds.) (1974), Motivation and achievement.New York: Winston.","journal_name":"Journal of Personality, Vol. 33, No. 3, pp. 428-42","publication_date":{"day":null,"month":10,"year":1965,"errors":{}},"publication_name":"Journal of Personality"},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370014/The_Effects_of_Unsatisfied_Achievement_Motivation_on_Persistence_and_Subsequent_Performance","translated_internal_url":"","created_at":"2015-10-27T15:00:07.937-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39814168,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39814168/thumbnails/1.jpg","file_name":"1965_-_The_Effects_fo_Unsatisfied_Achievement_Motivation_on_Persistence.pdf","download_url":"https://www.academia.edu/attachments/39814168/download_file","bulk_download_file_name":"The_Effects_of_Unsatisfied_Achievement_M.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39814168/1965_-_The_Effects_fo_Unsatisfied_Achievement_Motivation_on_Persistence-libre.pdf?1447042775=\u0026response-content-disposition=attachment%3B+filename%3DThe_Effects_of_Unsatisfied_Achievement_M.pdf\u0026Expires=1743457395\u0026Signature=fiYea0uD-NQ7jFRA9QgROjQ3XTIBMiW3bge57FTrLpQj3h0Gc5XSiWRYby~N-Fag7xmEpk25CMwWvJ2UDICEKYb-AaU0L-4RJqIXmF1OUd8Oc4bwqlUOL9MkdBudFUTUErea5nG2x4eBtVmU6nBPqGdYPTFY~RlroIhCOTzNkiLeh-Oeqy3UhbZgVrEA~nK7Q4MFrXNa-DCNkrlvMpcFKxyF9wHzZ4uojazrl34rcflMzEEYZgfts-ECIzi3I1ASIgz7NCYIQTYhkamm7VblA5TRUfAotGfQHp~gBhtN3h6qkZEqfggYP6IM1zdzOow-CXuNleZYIKygL0feOjjYyg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Effects_of_Unsatisfied_Achievement_Motivation_on_Persistence_and_Subsequent_Performance","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39814168,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39814168/thumbnails/1.jpg","file_name":"1965_-_The_Effects_fo_Unsatisfied_Achievement_Motivation_on_Persistence.pdf","download_url":"https://www.academia.edu/attachments/39814168/download_file","bulk_download_file_name":"The_Effects_of_Unsatisfied_Achievement_M.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39814168/1965_-_The_Effects_fo_Unsatisfied_Achievement_Motivation_on_Persistence-libre.pdf?1447042775=\u0026response-content-disposition=attachment%3B+filename%3DThe_Effects_of_Unsatisfied_Achievement_M.pdf\u0026Expires=1743457395\u0026Signature=fiYea0uD-NQ7jFRA9QgROjQ3XTIBMiW3bge57FTrLpQj3h0Gc5XSiWRYby~N-Fag7xmEpk25CMwWvJ2UDICEKYb-AaU0L-4RJqIXmF1OUd8Oc4bwqlUOL9MkdBudFUTUErea5nG2x4eBtVmU6nBPqGdYPTFY~RlroIhCOTzNkiLeh-Oeqy3UhbZgVrEA~nK7Q4MFrXNa-DCNkrlvMpcFKxyF9wHzZ4uojazrl34rcflMzEEYZgfts-ECIzi3I1ASIgz7NCYIQTYhkamm7VblA5TRUfAotGfQHp~gBhtN3h6qkZEqfggYP6IM1zdzOow-CXuNleZYIKygL0feOjjYyg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":314162,"name":"Psychological Tests","url":"https://www.academia.edu/Documents/in/Psychological_Tests"},{"id":1179296,"name":"Thematic Apperception Test","url":"https://www.academia.edu/Documents/in/Thematic_Apperception_Test"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370014-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370021"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370021/Need_achievement_and_the_resumption_of_incompleted_tasks"><img alt="Research paper thumbnail of Need achievement and the resumption of incompleted tasks" class="work-thumbnail" src="https://attachments.academia-assets.com/39803664/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370021/Need_achievement_and_the_resumption_of_incompleted_tasks">Need achievement and the resumption of incompleted tasks</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Ss classified according to strength of achievement motivation were given 20 tasks and were interr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Ss classified according to strength of achievement motivation were given 20 tasks and were interrupted at ½ the tasks before completion. ½ the Ss were then given interpolated success experiences, and ½ were given interpolated failures. Ss classified as high in n Achievement spontaneously tended to resume the interrupted tasks following failure but not following success; Ss classified as low in n Achievement tended to resume the tasks following interpolated success but not after failure. The results support previous findings in the area. The behavioral models as presently formulated cannot account for these interactions. (17 ref.)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="58b1978168dca8f3112cd25471adc15f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39803664,"asset_id":17370021,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39803664/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370021"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370021"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370021; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370021]").text(description); $(".js-view-count[data-work-id=17370021]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370021; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370021']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "58b1978168dca8f3112cd25471adc15f" } } $('.js-work-strip[data-work-id=17370021]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370021,"title":"Need achievement and the resumption of incompleted tasks","translated_title":"","metadata":{"abstract":"Ss classified according to strength of achievement motivation were given 20 tasks and were interrupted at ½ the tasks before completion. ½ the Ss were then given interpolated success experiences, and ½ were given interpolated failures. Ss classified as high in n Achievement spontaneously tended to resume the interrupted tasks following failure but not following success; Ss classified as low in n Achievement tended to resume the tasks following interpolated success but not after failure. The results support previous findings in the area. The behavioral models as presently formulated cannot account for these interactions. (17 ref.)","more_info":"Reprinted in Mischel, H., \u0026 \tMischel. W. (Eds.) (1973), Readings in Personality. New York: Holt, Rinehart, Winston.","ai_title_tag":"Achievement Motivation and Task Resumption","journal_name":"Journal of Personality and Social Psychology, Vol. 95, No. 2, pp. 165-8","publication_date":{"day":null,"month":3,"year":1965,"errors":{}}},"translated_abstract":"Ss classified according to strength of achievement motivation were given 20 tasks and were interrupted at ½ the tasks before completion. ½ the Ss were then given interpolated success experiences, and ½ were given interpolated failures. Ss classified as high in n Achievement spontaneously tended to resume the interrupted tasks following failure but not following success; Ss classified as low in n Achievement tended to resume the tasks following interpolated success but not after failure. The results support previous findings in the area. The behavioral models as presently formulated cannot account for these interactions. (17 ref.)","internal_url":"https://www.academia.edu/17370021/Need_achievement_and_the_resumption_of_incompleted_tasks","translated_internal_url":"","created_at":"2015-10-27T15:00:09.744-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39803664,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39803664/thumbnails/1.jpg","file_name":"1963_-_Need_Achievement_And_The_Resumption_of_Incompleted_Tasks.pdf","download_url":"https://www.academia.edu/attachments/39803664/download_file","bulk_download_file_name":"Need_achievement_and_the_resumption_of_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39803664/1963_-_Need_Achievement_And_The_Resumption_of_Incompleted_Tasks-libre.pdf?1447009088=\u0026response-content-disposition=attachment%3B+filename%3DNeed_achievement_and_the_resumption_of_i.pdf\u0026Expires=1743457395\u0026Signature=EBpzg6bfuVyO-YH1mYBAtz5BnW~aoGElMxRuuD32EHmiE4lxoOxgC5tvDMkTE0wm-z5pdlCzf0ScNjIShguDevNfsouos-B90whm9woYOTyjyLZfqnvSMv00PziXyrJCtX8Rj9-JHu3JziNx9qRefCcIWZ64O6wKtOkEhADZ7mXBBcbv-dFXhQBwdUJdxcWr9rsrb9hLlzYLAmnTAnx70MgUSfOHLYFrMPgRv2TkOhKqbHppK9ChbXFbiYrNvhakf4GDyjgCcB0Axrf-qQb008H~7Gow1XjjHRENVjWz0~fEDqojlSovFbFcbCSOkBee6B3Wd65V1BNyZrVpY8n6Vg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Need_achievement_and_the_resumption_of_incompleted_tasks","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":"Ss classified according to strength of achievement motivation were given 20 tasks and were interrupted at ½ the tasks before completion. ½ the Ss were then given interpolated success experiences, and ½ were given interpolated failures. Ss classified as high in n Achievement spontaneously tended to resume the interrupted tasks following failure but not following success; Ss classified as low in n Achievement tended to resume the tasks following interpolated success but not after failure. The results support previous findings in the area. The behavioral models as presently formulated cannot account for these interactions. (17 ref.)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39803664,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39803664/thumbnails/1.jpg","file_name":"1963_-_Need_Achievement_And_The_Resumption_of_Incompleted_Tasks.pdf","download_url":"https://www.academia.edu/attachments/39803664/download_file","bulk_download_file_name":"Need_achievement_and_the_resumption_of_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39803664/1963_-_Need_Achievement_And_The_Resumption_of_Incompleted_Tasks-libre.pdf?1447009088=\u0026response-content-disposition=attachment%3B+filename%3DNeed_achievement_and_the_resumption_of_i.pdf\u0026Expires=1743457395\u0026Signature=EBpzg6bfuVyO-YH1mYBAtz5BnW~aoGElMxRuuD32EHmiE4lxoOxgC5tvDMkTE0wm-z5pdlCzf0ScNjIShguDevNfsouos-B90whm9woYOTyjyLZfqnvSMv00PziXyrJCtX8Rj9-JHu3JziNx9qRefCcIWZ64O6wKtOkEhADZ7mXBBcbv-dFXhQBwdUJdxcWr9rsrb9hLlzYLAmnTAnx70MgUSfOHLYFrMPgRv2TkOhKqbHppK9ChbXFbiYrNvhakf4GDyjgCcB0Axrf-qQb008H~7Gow1XjjHRENVjWz0~fEDqojlSovFbFcbCSOkBee6B3Wd65V1BNyZrVpY8n6Vg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370021-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370022"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370022/Achievement_motivation_and_task_recall_in_competitive_situations"><img alt="Research paper thumbnail of Achievement motivation and task recall in competitive situations" class="work-thumbnail" src="https://attachments.academia-assets.com/39803650/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370022/Achievement_motivation_and_task_recall_in_competitive_situations">Achievement motivation and task recall in competitive situations</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The recall of completed and incompleted tasks was used to investigate the motivational effects of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The recall of completed and incompleted tasks was used to investigate the motivational effects of social context on achievement striving. 3 experimental conditions were employed: male competing against male, female competing against female, and male competing against female. Results showed males exhibited a significantly greater Zeigarnik effect after competing against females than after competing against males. Female Ss also showed a greater Zeigarnik effect when competing against females than when competing against males, although the difference in recall between the females in the 2 competitive conditions was not statistically significant. An objective test used to measure achievement motivation predicted differential recall of incompleted and completed tasks for male Ss but not for females. Because the test items were derived from Atkinson's theory of achievement motivation, the results tend to validate the test and the theory.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370022-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370022-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/43431764/table-1-mean-percentage-recall-incompleted-minus-completeed"><img alt="MEAN PERCENTAGE RECALL, INCOMPLETED Minus CompLETEeD TASKS " class="figure-slide-image" src="https://figures.academia-assets.com/39803650/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/43431780/table-2-achievement-motivation-and-task-recall-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39803650/table_002.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370022-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="86157d07c3ae3b63215d25bbd96bad45" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39803650,"asset_id":17370022,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39803650/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370022"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370022"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370022; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370022]").text(description); $(".js-view-count[data-work-id=17370022]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370022; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370022']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "86157d07c3ae3b63215d25bbd96bad45" } } $('.js-work-strip[data-work-id=17370022]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370022,"title":"Achievement motivation and task recall in competitive situations","translated_title":"","metadata":{"abstract":"The recall of completed and incompleted tasks was used to investigate the motivational effects of social context on achievement striving. 3 experimental conditions were employed: male competing against male, female competing against female, and male competing against female. Results showed males exhibited a significantly greater Zeigarnik effect after competing against females than after competing against males. Female Ss also showed a greater Zeigarnik effect when competing against females than when competing against males, although the difference in recall between the females in the 2 competitive conditions was not statistically significant. An objective test used to measure achievement motivation predicted differential recall of incompleted and completed tasks for male Ss but not for females. Because the test items were derived from Atkinson's theory of achievement motivation, the results tend to validate the test and the theory.","ai_title_tag":"Motivation Effects on Task Recall in Competition","journal_name":"Journal of Personality and Social Psychology, Vol. 3 , No. 6, pp. 693-6","publication_date":{"day":null,"month":7,"year":1966,"errors":{}}},"translated_abstract":"The recall of completed and incompleted tasks was used to investigate the motivational effects of social context on achievement striving. 3 experimental conditions were employed: male competing against male, female competing against female, and male competing against female. Results showed males exhibited a significantly greater Zeigarnik effect after competing against females than after competing against males. Female Ss also showed a greater Zeigarnik effect when competing against females than when competing against males, although the difference in recall between the females in the 2 competitive conditions was not statistically significant. An objective test used to measure achievement motivation predicted differential recall of incompleted and completed tasks for male Ss but not for females. Because the test items were derived from Atkinson's theory of achievement motivation, the results tend to validate the test and the theory.","internal_url":"https://www.academia.edu/17370022/Achievement_motivation_and_task_recall_in_competitive_situations","translated_internal_url":"","created_at":"2015-10-27T15:00:09.862-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39803650,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39803650/thumbnails/1.jpg","file_name":"1966_-_Achievement_Motivation_and_Task_Recall.pdf","download_url":"https://www.academia.edu/attachments/39803650/download_file","bulk_download_file_name":"Achievement_motivation_and_task_recall_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39803650/1966_-_Achievement_Motivation_and_Task_Recall-libre.pdf?1447008988=\u0026response-content-disposition=attachment%3B+filename%3DAchievement_motivation_and_task_recall_i.pdf\u0026Expires=1743457395\u0026Signature=c6hAoKT2~1jJ9j-h5OqDvGXq1vrNUZ7k2r3mrPNN6lHjAMlNNa7eQdqBWTfL9Q8oY-XrQmtw-6aE3z2FP7sS-SzUo8YkWc-nERHLgHNiZUy8UCUlLkY5vNVmLZIu7nYONnk~XNI3R3Jn2fZtjF0Pc4oqLyMxmCm6V0nCaHt5pO0WERsgxgYyqNrfsI9hD-xcyVo8RRBwtqRReziSxFPQAg1oPo3TjzVNEGIYyq18gPQpY5i3q75UdCG4Z0nVTARuzwvO4X-rWCeWDWgpKTWc3hl2RHqVZipVf4PQTEOeTSJ4tmv0HLFIy2-a9piIiTj0NQ1mfQ7kqZVVdDE965km~Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Achievement_motivation_and_task_recall_in_competitive_situations","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"The recall of completed and incompleted tasks was used to investigate the motivational effects of social context on achievement striving. 3 experimental conditions were employed: male competing against male, female competing against female, and male competing against female. Results showed males exhibited a significantly greater Zeigarnik effect after competing against females than after competing against males. Female Ss also showed a greater Zeigarnik effect when competing against females than when competing against males, although the difference in recall between the females in the 2 competitive conditions was not statistically significant. An objective test used to measure achievement motivation predicted differential recall of incompleted and completed tasks for male Ss but not for females. Because the test items were derived from Atkinson's theory of achievement motivation, the results tend to validate the test and the theory.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39803650,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39803650/thumbnails/1.jpg","file_name":"1966_-_Achievement_Motivation_and_Task_Recall.pdf","download_url":"https://www.academia.edu/attachments/39803650/download_file","bulk_download_file_name":"Achievement_motivation_and_task_recall_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39803650/1966_-_Achievement_Motivation_and_Task_Recall-libre.pdf?1447008988=\u0026response-content-disposition=attachment%3B+filename%3DAchievement_motivation_and_task_recall_i.pdf\u0026Expires=1743457395\u0026Signature=c6hAoKT2~1jJ9j-h5OqDvGXq1vrNUZ7k2r3mrPNN6lHjAMlNNa7eQdqBWTfL9Q8oY-XrQmtw-6aE3z2FP7sS-SzUo8YkWc-nERHLgHNiZUy8UCUlLkY5vNVmLZIu7nYONnk~XNI3R3Jn2fZtjF0Pc4oqLyMxmCm6V0nCaHt5pO0WERsgxgYyqNrfsI9hD-xcyVo8RRBwtqRReziSxFPQAg1oPo3TjzVNEGIYyq18gPQpY5i3q75UdCG4Z0nVTARuzwvO4X-rWCeWDWgpKTWc3hl2RHqVZipVf4PQTEOeTSJ4tmv0HLFIy2-a9piIiTj0NQ1mfQ7kqZVVdDE965km~Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":172809,"name":"Interpersonal Relations","url":"https://www.academia.edu/Documents/in/Interpersonal_Relations"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":314162,"name":"Psychological Tests","url":"https://www.academia.edu/Documents/in/Psychological_Tests"},{"id":722449,"name":"Physiological Stress Markers","url":"https://www.academia.edu/Documents/in/Physiological_Stress_Markers"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370022-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370030"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370030/Role_of_success_and_failure_in_the_learning_of_easy_and_complex_tasks"><img alt="Research paper thumbnail of Role of success and failure in the learning of easy and complex tasks" class="work-thumbnail" src="https://attachments.academia-assets.com/39788032/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370030/Role_of_success_and_failure_in_the_learning_of_easy_and_complex_tasks">Role of success and failure in the learning of easy and complex tasks</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Ss learned an easy or difficult list of paired associates. On the easy task, false norms implied ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Ss learned an easy or difficult list of paired associates. On the easy task, false norms implied that Ss were doing poorly relative to others. On the difficult task, false norms implied that Ss were doing well relative to others. Results indicated that Ss high in resultant achievement motivation (n Achievement-Test Anxiety) performed better on the easy task than Ss low in resultant achievement motivation, but worse on the difficult task. Similarly, when these Ss were classified according to level of anxiety, Ss low in anxiety performed better on the easy task than Ss high in anxiety, but worse on the difficult task. The results are contradictory to predictions derived from drive theory. A theory based upon the motivational consequences of success and failure was offered to account for the data. (PsycINFO Database Record (c) 2006 APA, all rights reserved).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="649125c7d8841b6500f97ef1d2268d59" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39788032,"asset_id":17370030,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39788032/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370030"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370030"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370030; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370030]").text(description); $(".js-view-count[data-work-id=17370030]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370030; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370030']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "649125c7d8841b6500f97ef1d2268d59" } } $('.js-work-strip[data-work-id=17370030]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370030,"title":"Role of success and failure in the learning of easy and complex tasks","translated_title":"","metadata":{"abstract":"Ss learned an easy or difficult list of paired associates. On the easy task, false norms implied that Ss were doing poorly relative to others. On the difficult task, false norms implied that Ss were doing well relative to others. Results indicated that Ss high in resultant achievement motivation (n Achievement-Test Anxiety) performed better on the easy task than Ss low in resultant achievement motivation, but worse on the difficult task. Similarly, when these Ss were classified according to level of anxiety, Ss low in anxiety performed better on the easy task than Ss high in anxiety, but worse on the difficult task. The results are contradictory to predictions derived from drive theory. A theory based upon the motivational consequences of success and failure was offered to account for the data. (PsycINFO Database Record (c) 2006 APA, all rights reserved).","more_info":"Reprinted in \tAtkinson, J. W., \u0026 Raynor, J. O. (Eds.) (1974), Motivation and achievement. New York: Winston.","journal_name":"Journal of Personality and Social Psychology Vol. 3, No. 3, pp. 339-44","publication_date":{"day":null,"month":4,"year":1966,"errors":{}}},"translated_abstract":"Ss learned an easy or difficult list of paired associates. On the easy task, false norms implied that Ss were doing poorly relative to others. On the difficult task, false norms implied that Ss were doing well relative to others. Results indicated that Ss high in resultant achievement motivation (n Achievement-Test Anxiety) performed better on the easy task than Ss low in resultant achievement motivation, but worse on the difficult task. Similarly, when these Ss were classified according to level of anxiety, Ss low in anxiety performed better on the easy task than Ss high in anxiety, but worse on the difficult task. The results are contradictory to predictions derived from drive theory. A theory based upon the motivational consequences of success and failure was offered to account for the data. (PsycINFO Database Record (c) 2006 APA, all rights reserved).","internal_url":"https://www.academia.edu/17370030/Role_of_success_and_failure_in_the_learning_of_easy_and_complex_tasks","translated_internal_url":"","created_at":"2015-10-27T15:00:11.335-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39788032,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39788032/thumbnails/1.jpg","file_name":"1966_-_Role_of_Success_and_Failure.pdf","download_url":"https://www.academia.edu/attachments/39788032/download_file","bulk_download_file_name":"Role_of_success_and_failure_in_the_learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39788032/1966_-_Role_of_Success_and_Failure-libre.pdf?1446951595=\u0026response-content-disposition=attachment%3B+filename%3DRole_of_success_and_failure_in_the_learn.pdf\u0026Expires=1743457395\u0026Signature=JGYqh8vy6h9FNDuuufJwIIKJm2MkRIhwQkxxykC2~OG9nQWUqD4XB0N5KggFwrGfbEN8EoY2tQcMIJKkGS8Yrtcwad-HVebBWdD8g3Ko2nNhinjIguGVupUp7TU4lp0pl0FZQA8ZQXHmgbd2KD4h8EZ9lDK1bM0p11zBK4TlGvtKWYtJR2y8IvaFGZXe1ON4ymmWAN0P01z~kU7d4B~qZ-LRlaf9jqvH6Y8admsLAIlHLcQNZEVdRuPg6lxnuNHcXqokEAwSy1aLflUo8Tf8BS0~909oTR5MTayGaZQCs-QYobju-lVC71AGHFHfzhre3V5OpLlZXvXvdt8C2f3M6g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Role_of_success_and_failure_in_the_learning_of_easy_and_complex_tasks","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Ss learned an easy or difficult list of paired associates. On the easy task, false norms implied that Ss were doing poorly relative to others. On the difficult task, false norms implied that Ss were doing well relative to others. Results indicated that Ss high in resultant achievement motivation (n Achievement-Test Anxiety) performed better on the easy task than Ss low in resultant achievement motivation, but worse on the difficult task. Similarly, when these Ss were classified according to level of anxiety, Ss low in anxiety performed better on the easy task than Ss high in anxiety, but worse on the difficult task. The results are contradictory to predictions derived from drive theory. A theory based upon the motivational consequences of success and failure was offered to account for the data. (PsycINFO Database Record (c) 2006 APA, all rights reserved).","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39788032,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39788032/thumbnails/1.jpg","file_name":"1966_-_Role_of_Success_and_Failure.pdf","download_url":"https://www.academia.edu/attachments/39788032/download_file","bulk_download_file_name":"Role_of_success_and_failure_in_the_learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39788032/1966_-_Role_of_Success_and_Failure-libre.pdf?1446951595=\u0026response-content-disposition=attachment%3B+filename%3DRole_of_success_and_failure_in_the_learn.pdf\u0026Expires=1743457395\u0026Signature=JGYqh8vy6h9FNDuuufJwIIKJm2MkRIhwQkxxykC2~OG9nQWUqD4XB0N5KggFwrGfbEN8EoY2tQcMIJKkGS8Yrtcwad-HVebBWdD8g3Ko2nNhinjIguGVupUp7TU4lp0pl0FZQA8ZQXHmgbd2KD4h8EZ9lDK1bM0p11zBK4TlGvtKWYtJR2y8IvaFGZXe1ON4ymmWAN0P01z~kU7d4B~qZ-LRlaf9jqvH6Y8admsLAIlHLcQNZEVdRuPg6lxnuNHcXqokEAwSy1aLflUo8Tf8BS0~909oTR5MTayGaZQCs-QYobju-lVC71AGHFHfzhre3V5OpLlZXvXvdt8C2f3M6g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":314162,"name":"Psychological Tests","url":"https://www.academia.edu/Documents/in/Psychological_Tests"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370030-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370034"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370034/Effects_of_instructional_sets_to_remember_and_to_forget_on_short_term_retention_Studies_of_rehearsal_control_and_retrieval_inhibition_repression_"><img alt="Research paper thumbnail of Effects of instructional sets to remember and to forget on short-term retention: Studies of rehearsal control and retrieval inhibition (repression)" class="work-thumbnail" src="https://attachments.academia-assets.com/39779640/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370034/Effects_of_instructional_sets_to_remember_and_to_forget_on_short_term_retention_Studies_of_rehearsal_control_and_retrieval_inhibition_repression_">Effects of instructional sets to remember and to forget on short-term retention: Studies of rehearsal control and retrieval inhibition (repression)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reports 5 short-term memory experiments which examined whether the instructional set to forget af...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reports 5 short-term memory experiments which examined whether the instructional set to forget affects trace formation or trace retrieval. The experimental paradigms included a manipulation of covert rehearsal efforts, variation in the temporal point in the memory sequence at which a remember or forget instructional cue is introduced, a "latent memory" design in which Ss perceived identical stimuli under shifting instructional sets, and a procedure in which identical stimuli were repeatedly perceived under constant instructional sets. Results strongly suggest that the motivational set to forget hinders trace utilization, rather than original learning. The retrieval deficit caused by the instruction was not necessarily mediated by conscious cognitive processes. The relevance of this work to the clinical conception of repression was emphasized. (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d4898d9005a31fdb614e549d3d0088cd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39779640,"asset_id":17370034,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39779640/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370034"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370034"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370034; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370034]").text(description); $(".js-view-count[data-work-id=17370034]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370034; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370034']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d4898d9005a31fdb614e549d3d0088cd" } } $('.js-work-strip[data-work-id=17370034]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370034,"title":"Effects of instructional sets to remember and to forget on short-term retention: Studies of rehearsal control and retrieval inhibition (repression)","translated_title":"","metadata":{"abstract":"Reports 5 short-term memory experiments which examined whether the instructional set to forget affects trace formation or trace retrieval. The experimental paradigms included a manipulation of covert rehearsal efforts, variation in the temporal point in the memory sequence at which a remember or forget instructional cue is introduced, a \"latent memory\" design in which Ss perceived identical stimuli under shifting instructional sets, and a procedure in which identical stimuli were repeatedly perceived under constant instructional sets. Results strongly suggest that the motivational set to forget hinders trace utilization, rather than original learning. The retrieval deficit caused by the instruction was not necessarily mediated by conscious cognitive processes. The relevance of this work to the clinical conception of repression was emphasized. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Journal of Experimental Psychology, Vol. 79, No. 2, pp. 226-232 ","publication_date":{"day":null,"month":1,"year":1969,"errors":{}}},"translated_abstract":"Reports 5 short-term memory experiments which examined whether the instructional set to forget affects trace formation or trace retrieval. The experimental paradigms included a manipulation of covert rehearsal efforts, variation in the temporal point in the memory sequence at which a remember or forget instructional cue is introduced, a \"latent memory\" design in which Ss perceived identical stimuli under shifting instructional sets, and a procedure in which identical stimuli were repeatedly perceived under constant instructional sets. Results strongly suggest that the motivational set to forget hinders trace utilization, rather than original learning. The retrieval deficit caused by the instruction was not necessarily mediated by conscious cognitive processes. The relevance of this work to the clinical conception of repression was emphasized. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370034/Effects_of_instructional_sets_to_remember_and_to_forget_on_short_term_retention_Studies_of_rehearsal_control_and_retrieval_inhibition_repression_","translated_internal_url":"","created_at":"2015-10-27T15:00:13.129-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39779640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39779640/thumbnails/1.jpg","file_name":"1969_-_Effects_of_the_Instructional_Sets_to_Remember.pdf","download_url":"https://www.academia.edu/attachments/39779640/download_file","bulk_download_file_name":"Effects_of_instructional_sets_to_remembe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39779640/1969_-_Effects_of_the_Instructional_Sets_to_Remember-libre.pdf?1446926244=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_instructional_sets_to_remembe.pdf\u0026Expires=1743549637\u0026Signature=chzxE1pI0rVxvXjD7OMUfjGE5PVfOimigarR55D21LnbGhxYsz4C3S4HWzU63RHPW9W15zHS-Q-IgSXTnOalmbJOz6a1kRvBfrZPf2y3XnQMPveBgz0VGhZMBgwvP2wvWZrXn0CvB75Kc76D-vTIQyPlj0~rf7rg1~I2obJIlM7IH4T5UjLEN7uocpW-ze5bpZzmzzLxEqYQj5e-yfQH0UlF5L0knhb74Yhk8~JayyZs8AFi5Zar9LJfp-6PpMiHbaWwp4hftBD4LSzDYku43onpAddFWFpLxgBmk3LFw6nvCvqKNM22qu6wPDYNoVdqQG7CAKDa7hP2tN2tRrLBkg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_instructional_sets_to_remember_and_to_forget_on_short_term_retention_Studies_of_rehearsal_control_and_retrieval_inhibition_repression_","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"Reports 5 short-term memory experiments which examined whether the instructional set to forget affects trace formation or trace retrieval. The experimental paradigms included a manipulation of covert rehearsal efforts, variation in the temporal point in the memory sequence at which a remember or forget instructional cue is introduced, a \"latent memory\" design in which Ss perceived identical stimuli under shifting instructional sets, and a procedure in which identical stimuli were repeatedly perceived under constant instructional sets. Results strongly suggest that the motivational set to forget hinders trace utilization, rather than original learning. The retrieval deficit caused by the instruction was not necessarily mediated by conscious cognitive processes. The relevance of this work to the clinical conception of repression was emphasized. (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39779640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39779640/thumbnails/1.jpg","file_name":"1969_-_Effects_of_the_Instructional_Sets_to_Remember.pdf","download_url":"https://www.academia.edu/attachments/39779640/download_file","bulk_download_file_name":"Effects_of_instructional_sets_to_remembe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39779640/1969_-_Effects_of_the_Instructional_Sets_to_Remember-libre.pdf?1446926244=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_instructional_sets_to_remembe.pdf\u0026Expires=1743549637\u0026Signature=chzxE1pI0rVxvXjD7OMUfjGE5PVfOimigarR55D21LnbGhxYsz4C3S4HWzU63RHPW9W15zHS-Q-IgSXTnOalmbJOz6a1kRvBfrZPf2y3XnQMPveBgz0VGhZMBgwvP2wvWZrXn0CvB75Kc76D-vTIQyPlj0~rf7rg1~I2obJIlM7IH4T5UjLEN7uocpW-ze5bpZzmzzLxEqYQj5e-yfQH0UlF5L0knhb74Yhk8~JayyZs8AFi5Zar9LJfp-6PpMiHbaWwp4hftBD4LSzDYku43onpAddFWFpLxgBmk3LFw6nvCvqKNM22qu6wPDYNoVdqQG7CAKDa7hP2tN2tRrLBkg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370034-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370076"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370076/Another_failure_for_motivation_to_enhance_trace_retrieval"><img alt="Research paper thumbnail of Another failure for motivation to enhance trace retrieval" class="work-thumbnail" src="https://attachments.academia-assets.com/39722941/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370076/Another_failure_for_motivation_to_enhance_trace_retrieval">Another failure for motivation to enhance trace retrieval</a></div><div class="wp-workCard_item"><span>Psychological Reports</span><span>, Jul 1968</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d489094a9493384eb6c66f20025cf51" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39722941,"asset_id":17370076,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39722941/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370076]").text(description); $(".js-view-count[data-work-id=17370076]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370076']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5d489094a9493384eb6c66f20025cf51" } } $('.js-work-strip[data-work-id=17370076]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370076,"title":"Another failure for motivation to enhance trace retrieval","translated_title":"","metadata":{"journal_name":"Psychological Reports, Vol. 22, No. 3, pp. 1007-8","publication_date":{"day":null,"month":7,"year":1968,"errors":{}},"publication_name":"Psychological Reports"},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370076/Another_failure_for_motivation_to_enhance_trace_retrieval","translated_internal_url":"","created_at":"2015-10-27T15:00:22.067-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39722941,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39722941/thumbnails/1.jpg","file_name":"1968_-_Another_Faiure_for_Motivation_to_Enhance_Trace_Retrieval.pdf","download_url":"https://www.academia.edu/attachments/39722941/download_file","bulk_download_file_name":"Another_failure_for_motivation_to_enhanc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39722941/1968_-_Another_Faiure_for_Motivation_to_Enhance_Trace_Retrieval-libre.pdf?1446747909=\u0026response-content-disposition=attachment%3B+filename%3DAnother_failure_for_motivation_to_enhanc.pdf\u0026Expires=1743457396\u0026Signature=YvDk7sinPnyiA0Sd1fkY2IoH-1j41F1HbUYYkBslEdZeO3X3qL-3aw3BirenGqg0oR0jceWzKSvnpEL44FbxFrBiPEJx2S~CNN5l9VmHZJCxnK62FW-unXEM1Ltx3v20kDfJ6KO8~7s3HlD3OuKWeMPhF~LVVefgFpe5CXTIuXLhaDdiG9BhBKh8DRR5SJ0briQ1eqstJ-Trz-GYUBA~vYjW4ku2XA~HAXNwitKK9KGyzLraP1i-UpMDrg8KfAK6PNhNFQPEyLL82T33WMX~ElH6kSY2piXnUNGidSpe8BxaULET5JluJCoM2RFy4DHw3As31Af3JNbaPaNNgWv~MQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Another_failure_for_motivation_to_enhance_trace_retrieval","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39722941,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39722941/thumbnails/1.jpg","file_name":"1968_-_Another_Faiure_for_Motivation_to_Enhance_Trace_Retrieval.pdf","download_url":"https://www.academia.edu/attachments/39722941/download_file","bulk_download_file_name":"Another_failure_for_motivation_to_enhanc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39722941/1968_-_Another_Faiure_for_Motivation_to_Enhance_Trace_Retrieval-libre.pdf?1446747909=\u0026response-content-disposition=attachment%3B+filename%3DAnother_failure_for_motivation_to_enhanc.pdf\u0026Expires=1743457396\u0026Signature=YvDk7sinPnyiA0Sd1fkY2IoH-1j41F1HbUYYkBslEdZeO3X3qL-3aw3BirenGqg0oR0jceWzKSvnpEL44FbxFrBiPEJx2S~CNN5l9VmHZJCxnK62FW-unXEM1Ltx3v20kDfJ6KO8~7s3HlD3OuKWeMPhF~LVVefgFpe5CXTIuXLhaDdiG9BhBKh8DRR5SJ0briQ1eqstJ-Trz-GYUBA~vYjW4ku2XA~HAXNwitKK9KGyzLraP1i-UpMDrg8KfAK6PNhNFQPEyLL82T33WMX~ElH6kSY2piXnUNGidSpe8BxaULET5JluJCoM2RFy4DHw3As31Af3JNbaPaNNgWv~MQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":1218487,"name":"Psychological Reports","url":"https://www.academia.edu/Documents/in/Psychological_Reports"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370076-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370078"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370078/LEARNING_AS_A_FUNCTION_OF_SUBLIMINAL_REINFORCEMENTS"><img alt="Research paper thumbnail of LEARNING AS A FUNCTION OF SUBLIMINAL REINFORCEMENTS" class="work-thumbnail" src="https://attachments.academia-assets.com/39722910/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370078/LEARNING_AS_A_FUNCTION_OF_SUBLIMINAL_REINFORCEMENTS">LEARNING AS A FUNCTION OF SUBLIMINAL REINFORCEMENTS</a></div><div class="wp-workCard_item"><span>Psychological Reports</span><span>, Apr 1963</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cef0704cc5eab8f51ead97bc5b0bf36c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39722910,"asset_id":17370078,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39722910/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370078"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370078"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370078; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370078]").text(description); $(".js-view-count[data-work-id=17370078]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370078; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370078']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cef0704cc5eab8f51ead97bc5b0bf36c" } } $('.js-work-strip[data-work-id=17370078]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370078,"title":"LEARNING AS A FUNCTION OF SUBLIMINAL REINFORCEMENTS","translated_title":"","metadata":{"journal_name":"Psychological Reports, Vol. 12, No. 2, pp. 387-398","publication_date":{"day":null,"month":4,"year":1963,"errors":{}},"publication_name":"Psychological Reports"},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370078/LEARNING_AS_A_FUNCTION_OF_SUBLIMINAL_REINFORCEMENTS","translated_internal_url":"","created_at":"2015-10-27T15:00:22.357-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39722910,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39722910/thumbnails/1.jpg","file_name":"1963_-_Learning_as_a_Function_of_Subliminal_Reinforcements.pdf","download_url":"https://www.academia.edu/attachments/39722910/download_file","bulk_download_file_name":"LEARNING_AS_A_FUNCTION_OF_SUBLIMINAL_REI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39722910/1963_-_Learning_as_a_Function_of_Subliminal_Reinforcements-libre.pdf?1446747825=\u0026response-content-disposition=attachment%3B+filename%3DLEARNING_AS_A_FUNCTION_OF_SUBLIMINAL_REI.pdf\u0026Expires=1743457396\u0026Signature=eDYkb6tBJWObuyflfTIColtHNMJLNW3TjQQs4pF4~mnMsxmqD7yEJ3KerbzqeAwvtzRYy0rEV8Ephoe0lssRYSzDT3i2fPv1bHLhRND9fG41ukksYrrdsnMluBQ3PicKDnvXNFmuW2oFzSmcuhvH-m-8EQKOq3Y8pJbRUESmjAuuOkZaULOJ9oGu3FLNuAhq3BNfQUp5XjoL~I3M9ZoqsHploSaPS8lUAz2gtWqL0QN98X3MILTDmtULFZIovFxD6vu~AP33I~-ufo6hknVtULoMx2SYJ~j-FO5jj6sB-cyQ8Iv8KLcqpMnichQ3hCcmB1CRQ71buScoAD6jIEUfaA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"LEARNING_AS_A_FUNCTION_OF_SUBLIMINAL_REINFORCEMENTS","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39722910,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39722910/thumbnails/1.jpg","file_name":"1963_-_Learning_as_a_Function_of_Subliminal_Reinforcements.pdf","download_url":"https://www.academia.edu/attachments/39722910/download_file","bulk_download_file_name":"LEARNING_AS_A_FUNCTION_OF_SUBLIMINAL_REI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39722910/1963_-_Learning_as_a_Function_of_Subliminal_Reinforcements-libre.pdf?1446747825=\u0026response-content-disposition=attachment%3B+filename%3DLEARNING_AS_A_FUNCTION_OF_SUBLIMINAL_REI.pdf\u0026Expires=1743457396\u0026Signature=eDYkb6tBJWObuyflfTIColtHNMJLNW3TjQQs4pF4~mnMsxmqD7yEJ3KerbzqeAwvtzRYy0rEV8Ephoe0lssRYSzDT3i2fPv1bHLhRND9fG41ukksYrrdsnMluBQ3PicKDnvXNFmuW2oFzSmcuhvH-m-8EQKOq3Y8pJbRUESmjAuuOkZaULOJ9oGu3FLNuAhq3BNfQUp5XjoL~I3M9ZoqsHploSaPS8lUAz2gtWqL0QN98X3MILTDmtULFZIovFxD6vu~AP33I~-ufo6hknVtULoMx2SYJ~j-FO5jj6sB-cyQ8Iv8KLcqpMnichQ3hCcmB1CRQ71buScoAD6jIEUfaA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1218487,"name":"Psychological Reports","url":"https://www.academia.edu/Documents/in/Psychological_Reports"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370078-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370080"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370080/Motivational_factors_in_short_term_retention_II_Rehearsal_or_arousal"><img alt="Research paper thumbnail of Motivational factors in short-term retention II: Rehearsal or arousal?" class="work-thumbnail" src="https://attachments.academia-assets.com/42264956/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370080/Motivational_factors_in_short_term_retention_II_Rehearsal_or_arousal">Motivational factors in short-term retention II: Rehearsal or arousal?</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bdf4747e97a80a64259f62e9cebb85e7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42264956,"asset_id":17370080,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42264956/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370080"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370080; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370080]").text(description); $(".js-view-count[data-work-id=17370080]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370080; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370080']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bdf4747e97a80a64259f62e9cebb85e7" } } $('.js-work-strip[data-work-id=17370080]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370080,"title":"Motivational factors in short-term retention II: Rehearsal or arousal?","translated_title":"","metadata":{"journal_name":"Psychological Reports, Vol. 20, No. 3, pp. 1203-1208","publication_date":{"day":null,"month":6,"year":1967,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370080/Motivational_factors_in_short_term_retention_II_Rehearsal_or_arousal","translated_internal_url":"","created_at":"2015-10-27T15:00:22.860-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":42264956,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264956/thumbnails/1.jpg","file_name":"Motivational_factors_in_short-term_reten20160206-23789-1dgckox.pdf","download_url":"https://www.academia.edu/attachments/42264956/download_file","bulk_download_file_name":"Motivational_factors_in_short_term_reten.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264956/Motivational_factors_in_short-term_reten20160206-23789-1dgckox-libre.pdf?1454827738=\u0026response-content-disposition=attachment%3B+filename%3DMotivational_factors_in_short_term_reten.pdf\u0026Expires=1743457396\u0026Signature=bWAjyyZ4Q6wX09ftepvlPVpwWV7eTQk6Az0eBg0Jik4N~I8hyrEeAtX8o3lm3OyX-2LnNp74dlmyf7dAKCIEaHVX5eNo~rfGzinCg5GhpY1-P0z4yTWYiK67EaBNKDRxtKaItboeW0SVv1xFDUPrjJaXUq9QAbbP-se4P62pQNOLfeQMyd~MqR7XOSffYTXBTzhSeS0AgwpiHd3JxMCRbr2JzEPJTeUfRvASUZALEK6cOoPl6fPAAriPeMTaqLZCbgpJlJnRXrWPV3ye0k3rEy-J8tFSgNp-tOqU88JWU8k-hHEiF2dniV34uF5yftL-i1MIo9lRo3OcrwOO2-UZYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivational_factors_in_short_term_retention_II_Rehearsal_or_arousal","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":42264956,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264956/thumbnails/1.jpg","file_name":"Motivational_factors_in_short-term_reten20160206-23789-1dgckox.pdf","download_url":"https://www.academia.edu/attachments/42264956/download_file","bulk_download_file_name":"Motivational_factors_in_short_term_reten.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264956/Motivational_factors_in_short-term_reten20160206-23789-1dgckox-libre.pdf?1454827738=\u0026response-content-disposition=attachment%3B+filename%3DMotivational_factors_in_short_term_reten.pdf\u0026Expires=1743457396\u0026Signature=bWAjyyZ4Q6wX09ftepvlPVpwWV7eTQk6Az0eBg0Jik4N~I8hyrEeAtX8o3lm3OyX-2LnNp74dlmyf7dAKCIEaHVX5eNo~rfGzinCg5GhpY1-P0z4yTWYiK67EaBNKDRxtKaItboeW0SVv1xFDUPrjJaXUq9QAbbP-se4P62pQNOLfeQMyd~MqR7XOSffYTXBTzhSeS0AgwpiHd3JxMCRbr2JzEPJTeUfRvASUZALEK6cOoPl6fPAAriPeMTaqLZCbgpJlJnRXrWPV3ye0k3rEy-J8tFSgNp-tOqU88JWU8k-hHEiF2dniV34uF5yftL-i1MIo9lRo3OcrwOO2-UZYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1218487,"name":"Psychological Reports","url":"https://www.academia.edu/Documents/in/Psychological_Reports"}],"urls":[{"id":6489896,"url":"https://www.researchgate.net/profile/Bernard_Weiner/publication/273218918_Motivational_factors_in_short-term_retention_II_Rehearsal_or_arousal/links/5511a84e0cf268a4aae890b5.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370080-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370081"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370081/Current_conceptions_of_achievement_motivation_and_their_implications_for_research_and_performance_in_the_classroom"><img alt="Research paper thumbnail of Current conceptions of achievement motivation and their implications for research and performance in the classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Current conceptions of achievement motivation and their implications for research and performance in the classroom</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370081"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370081; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370081]").text(description); $(".js-view-count[data-work-id=17370081]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370081; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370081']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370081]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370081,"title":"Current conceptions of achievement motivation and their implications for research and performance in the classroom","translated_title":"","metadata":{"journal_name":"Psychology in the Schools, Vol. 4, No. 2, pp. 164-171","publication_date":{"day":null,"month":4,"year":1967,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370081/Current_conceptions_of_achievement_motivation_and_their_implications_for_research_and_performance_in_the_classroom","translated_internal_url":"","created_at":"2015-10-27T15:00:23.278-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Current_conceptions_of_achievement_motivation_and_their_implications_for_research_and_performance_in_the_classroom","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370081-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370097"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370097/Effects_of_motivations_on_the_availability_and_retrieval_of_memory_traces"><img alt="Research paper thumbnail of Effects of motivations on the availability and retrieval of memory traces" class="work-thumbnail" src="https://attachments.academia-assets.com/42264957/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370097/Effects_of_motivations_on_the_availability_and_retrieval_of_memory_traces">Effects of motivations on the availability and retrieval of memory traces</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A review which analyzes a vast array of studies relating motivation and memory is presented. Inve...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A review which analyzes a vast array of studies relating motivation and memory is presented. Investigations in which the motivational manipulation occurred during trace formation are distinguished from studies in which the manipulation occurred during trace storage or trace retrieval. Includes a series of investigations by the author which varied the incentive for retaining stimuli. The general conclusion is that many studies in the area are methodologically inadequate, and have yielded conflicting results. However, there are studies which provide strong evidence that memory can be influenced by nonassociative factors. (3 p. ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82a2379511fea3593d555063758c124a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42264957,"asset_id":17370097,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42264957/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370097"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370097"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370097; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370097]").text(description); $(".js-view-count[data-work-id=17370097]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370097; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370097']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82a2379511fea3593d555063758c124a" } } $('.js-work-strip[data-work-id=17370097]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370097,"title":"Effects of motivations on the availability and retrieval of memory traces","translated_title":"","metadata":{"abstract":"A review which analyzes a vast array of studies relating motivation and memory is presented. Investigations in which the motivational manipulation occurred during trace formation are distinguished from studies in which the manipulation occurred during trace storage or trace retrieval. Includes a series of investigations by the author which varied the incentive for retaining stimuli. The general conclusion is that many studies in the area are methodologically inadequate, and have yielded conflicting results. However, there are studies which provide strong evidence that memory can be influenced by nonassociative factors. (3 p. ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","journal_name":"Psychological Bulletin, Vol 65, No. 1, pp. 24-37","publication_date":{"day":null,"month":1,"year":1966,"errors":{}}},"translated_abstract":"A review which analyzes a vast array of studies relating motivation and memory is presented. Investigations in which the motivational manipulation occurred during trace formation are distinguished from studies in which the manipulation occurred during trace storage or trace retrieval. Includes a series of investigations by the author which varied the incentive for retaining stimuli. The general conclusion is that many studies in the area are methodologically inadequate, and have yielded conflicting results. However, there are studies which provide strong evidence that memory can be influenced by nonassociative factors. (3 p. ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","internal_url":"https://www.academia.edu/17370097/Effects_of_motivations_on_the_availability_and_retrieval_of_memory_traces","translated_internal_url":"","created_at":"2015-10-27T15:00:25.300-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":42264957,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264957/thumbnails/1.jpg","file_name":"Effects_of_motivation_on_the_availabilit20160206-23790-1a4qap3.pdf","download_url":"https://www.academia.edu/attachments/42264957/download_file","bulk_download_file_name":"Effects_of_motivations_on_the_availabili.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264957/Effects_of_motivation_on_the_availabilit20160206-23790-1a4qap3-libre.pdf?1454827738=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_motivations_on_the_availabili.pdf\u0026Expires=1743457396\u0026Signature=fzVigmS1e09R2oOViLbyeO4n2M1LQSVl1wtwMHJS3BE6aJwEQR9XWfYaw3lmkMdstBQv5Cy106TwGy3ZdZfALvcEjmc1PbG0wIVgONJipj9HJ5x5Q2Lb3aQxA0K4ofz1rdq1aYhgyk--zTcXrvRIVtrkfyfSFm~UbnE~mghGYKjpgDPCRwDX6ZjrWWynitA1MA8Rn3dMKvORq05atyxjeWhstRocF~IalVlTYAifKBCSwjEx2s5z01Sy5Pt-sChI1TjJbc-Dk6StZH9FZnfXwL1cWhEoM9S8qKwGv3GfFCuIMUi3LxvlOx6X6u31fDJiTmaodsOG8KxiOQgQh1kgVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_motivations_on_the_availability_and_retrieval_of_memory_traces","translated_slug":"","page_count":13,"language":"en","content_type":"Work","summary":"A review which analyzes a vast array of studies relating motivation and memory is presented. Investigations in which the motivational manipulation occurred during trace formation are distinguished from studies in which the manipulation occurred during trace storage or trace retrieval. Includes a series of investigations by the author which varied the incentive for retaining stimuli. The general conclusion is that many studies in the area are methodologically inadequate, and have yielded conflicting results. However, there are studies which provide strong evidence that memory can be influenced by nonassociative factors. (3 p. ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":42264957,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42264957/thumbnails/1.jpg","file_name":"Effects_of_motivation_on_the_availabilit20160206-23790-1a4qap3.pdf","download_url":"https://www.academia.edu/attachments/42264957/download_file","bulk_download_file_name":"Effects_of_motivations_on_the_availabili.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42264957/Effects_of_motivation_on_the_availabilit20160206-23790-1a4qap3-libre.pdf?1454827738=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_motivations_on_the_availabili.pdf\u0026Expires=1743457396\u0026Signature=fzVigmS1e09R2oOViLbyeO4n2M1LQSVl1wtwMHJS3BE6aJwEQR9XWfYaw3lmkMdstBQv5Cy106TwGy3ZdZfALvcEjmc1PbG0wIVgONJipj9HJ5x5Q2Lb3aQxA0K4ofz1rdq1aYhgyk--zTcXrvRIVtrkfyfSFm~UbnE~mghGYKjpgDPCRwDX6ZjrWWynitA1MA8Rn3dMKvORq05atyxjeWhstRocF~IalVlTYAifKBCSwjEx2s5z01Sy5Pt-sChI1TjJbc-Dk6StZH9FZnfXwL1cWhEoM9S8qKwGv3GfFCuIMUi3LxvlOx6X6u31fDJiTmaodsOG8KxiOQgQh1kgVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[{"id":6489897,"url":"https://www.researchgate.net/profile/Bernard_Weiner/publication/232575436_Effects_of_motivation_on_the_availability_and_retrieval_of_memory_traces/links/54e684a70cf2cd2e028f7103.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370097-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370104"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370104/Motivation_and_memory"><img alt="Research paper thumbnail of Motivation and memory" class="work-thumbnail" src="https://attachments.academia-assets.com/39652225/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370104/Motivation_and_memory">Motivation and memory</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">15 studies which examine the effects of motivation on memory are presented. It was demonstrated t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">15 studies which examine the effects of motivation on memory are presented. It was demonstrated that the effects of motivation on retention are in part determined by the magnitude of incentive, quality of incentive, nature of the activity intervening between stimulus onset and recall, place in the memory sequence at which the motivational factor is introduced, type of stimuli, and type of experimental design. It is suggested that research in the area may require both between-Ss and within-Ss experimental designs. Rehearsal, repression, and action decrement are discussed briefly.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-17370104-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-17370104-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431071/figure-1-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431075/figure-2-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431079/figure-3-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431084/figure-4-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431089/figure-5-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431094/figure-6-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431098/figure-7-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431103/figure-8-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431109/figure-9-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431111/figure-10-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431114/table-1-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37431115/table-2-motivation-and-memory"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/39652225/table_002.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-17370104-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e502ff206b5ba70668d55a55c811ecc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39652225,"asset_id":17370104,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39652225/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370104"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370104"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370104; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370104]").text(description); $(".js-view-count[data-work-id=17370104]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370104; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370104']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4e502ff206b5ba70668d55a55c811ecc" } } $('.js-work-strip[data-work-id=17370104]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370104,"title":"Motivation and memory","translated_title":"","metadata":{"abstract":"15 studies which examine the effects of motivation on memory are presented. It was demonstrated that the effects of motivation on retention are in part determined by the magnitude of incentive, quality of incentive, nature of the activity intervening between stimulus onset and recall, place in the memory sequence at which the motivational factor is introduced, type of stimuli, and type of experimental design. It is suggested that research in the area may require both between-Ss and within-Ss experimental designs. Rehearsal, repression, and action decrement are discussed briefly.","journal_name":"Psychological Monographs, Vol. 80, No. 18, pp. 1-22","publication_date":{"day":null,"month":2,"year":1966,"errors":{}}},"translated_abstract":"15 studies which examine the effects of motivation on memory are presented. It was demonstrated that the effects of motivation on retention are in part determined by the magnitude of incentive, quality of incentive, nature of the activity intervening between stimulus onset and recall, place in the memory sequence at which the motivational factor is introduced, type of stimuli, and type of experimental design. It is suggested that research in the area may require both between-Ss and within-Ss experimental designs. Rehearsal, repression, and action decrement are discussed briefly.","internal_url":"https://www.academia.edu/17370104/Motivation_and_memory","translated_internal_url":"","created_at":"2015-10-27T15:00:26.282-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39652225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39652225/thumbnails/1.jpg","file_name":"1966_-_Psychological_Monographs.pdf","download_url":"https://www.academia.edu/attachments/39652225/download_file","bulk_download_file_name":"Motivation_and_memory.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39652225/1966_-_Psychological_Monographs-libre.pdf?1446592858=\u0026response-content-disposition=attachment%3B+filename%3DMotivation_and_memory.pdf\u0026Expires=1743457396\u0026Signature=QHNWI7Gr2IivjQHfNUa-DGO8md6cRqGdZ5SUlPFoH5QNyTnvLvd9zdquH2HF1SKfhXUJjVu0HC2YjJNqfyrcNiAFRIrY~CfpSrOowDraWxAzXGd-ApozyGZQEYDEo10j1TaNnpnlNGo1CpB6CDTPMJiW1XutEBtYq9gVEA6Nu35koRh7FUc2FkuxXItCsqJjgAjBrlO7726-JcUCThcqT5tAgJzS9xtD9xM9sxG0a7HO12RdQPkZvmIp-3DYdnD-9qy08-0X1ZEVHvnlAttrz8nsrsCJts0M7fK8uFEVm4~KEBz~dsqfgG3IqmSu7cLvZ5-SXcSnSnMQ1rOsP5xWXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivation_and_memory","translated_slug":"","page_count":13,"language":"en","content_type":"Work","summary":"15 studies which examine the effects of motivation on memory are presented. It was demonstrated that the effects of motivation on retention are in part determined by the magnitude of incentive, quality of incentive, nature of the activity intervening between stimulus onset and recall, place in the memory sequence at which the motivational factor is introduced, type of stimuli, and type of experimental design. It is suggested that research in the area may require both between-Ss and within-Ss experimental designs. Rehearsal, repression, and action decrement are discussed briefly.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39652225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39652225/thumbnails/1.jpg","file_name":"1966_-_Psychological_Monographs.pdf","download_url":"https://www.academia.edu/attachments/39652225/download_file","bulk_download_file_name":"Motivation_and_memory.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39652225/1966_-_Psychological_Monographs-libre.pdf?1446592858=\u0026response-content-disposition=attachment%3B+filename%3DMotivation_and_memory.pdf\u0026Expires=1743457396\u0026Signature=QHNWI7Gr2IivjQHfNUa-DGO8md6cRqGdZ5SUlPFoH5QNyTnvLvd9zdquH2HF1SKfhXUJjVu0HC2YjJNqfyrcNiAFRIrY~CfpSrOowDraWxAzXGd-ApozyGZQEYDEo10j1TaNnpnlNGo1CpB6CDTPMJiW1XutEBtYq9gVEA6Nu35koRh7FUc2FkuxXItCsqJjgAjBrlO7726-JcUCThcqT5tAgJzS9xtD9xM9sxG0a7HO12RdQPkZvmIp-3DYdnD-9qy08-0X1ZEVHvnlAttrz8nsrsCJts0M7fK8uFEVm4~KEBz~dsqfgG3IqmSu7cLvZ5-SXcSnSnMQ1rOsP5xWXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":88325,"name":"Cues","url":"https://www.academia.edu/Documents/in/Cues"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-17370104-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370132"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370132/Affect_and_Short_Term_Retention"><img alt="Research paper thumbnail of Affect and Short-Term Retention" class="work-thumbnail" src="https://attachments.academia-assets.com/39592578/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370132/Affect_and_Short_Term_Retention">Affect and Short-Term Retention</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The effects of motivation on retention were investigated. Using a short-term memory technique, st...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The effects of motivation on retention were investigated. Using a short-term memory technique, stimuli were cued for different incentives. At a short time interval there were no differences in recall as a function of the incentive condition. However, after a longer interval, stimuli associated with a five cent reward or shock were recalled significantly more than stimuli for which neither shock nor money was a potential outcome. It was argued that motivation did not affect the strength of original learning, but did influence the temporally subsequent process of trace storage.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="570aba48aa952e91e079b1f4d3f228b7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39592578,"asset_id":17370132,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39592578/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370132"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370132"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370132; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370132]").text(description); $(".js-view-count[data-work-id=17370132]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370132; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370132']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "570aba48aa952e91e079b1f4d3f228b7" } } $('.js-work-strip[data-work-id=17370132]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370132,"title":"Affect and Short-Term Retention","translated_title":"","metadata":{"abstract":"The effects of motivation on retention were investigated. Using a short-term memory technique, stimuli were cued for different incentives. At a short time interval there were no differences in recall as a function of the incentive condition. However, after a longer interval, stimuli associated with a five cent reward or shock were recalled significantly more than stimuli for which neither shock nor money was a potential outcome. It was argued that motivation did not affect the strength of original learning, but did influence the temporally subsequent process of trace storage.","journal_name":"Psychonomic Science, Vol. 4, No. 1, pp. 75-76","publication_date":{"day":null,"month":1,"year":2014,"errors":{}}},"translated_abstract":"The effects of motivation on retention were investigated. Using a short-term memory technique, stimuli were cued for different incentives. At a short time interval there were no differences in recall as a function of the incentive condition. However, after a longer interval, stimuli associated with a five cent reward or shock were recalled significantly more than stimuli for which neither shock nor money was a potential outcome. It was argued that motivation did not affect the strength of original learning, but did influence the temporally subsequent process of trace storage.","internal_url":"https://www.academia.edu/17370132/Affect_and_Short_Term_Retention","translated_internal_url":"","created_at":"2015-10-27T15:00:31.329-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39592578,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39592578/thumbnails/1.jpg","file_name":"1966_-_Affect_and_short-term_retention.pdf","download_url":"https://www.academia.edu/attachments/39592578/download_file","bulk_download_file_name":"Affect_and_Short_Term_Retention.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39592578/1966_-_Affect_and_short-term_retention-libre.pdf?1446404890=\u0026response-content-disposition=attachment%3B+filename%3DAffect_and_Short_Term_Retention.pdf\u0026Expires=1743549637\u0026Signature=gLrusdP-z-gZh8B1VNHaJ-jPJGO4APgrneKJugYb~z67VlLU8SqxwKBafVAoRQ9G260AD6kFE3P2woaSYbaemc1uSRBU3qCbbx3jfJDe3HWh1w39R1dF7piXsKbRnPvA5hUtMvVJf5NqBTk4522a~CVSMoh8e9kXPystmlZ4v07xapPJ4gyYSNvvNSgbvV6Ejuhapu8A92alD1R-UmfooL4hBimhE~3z6uDGkMYf6M1etIm7U5nug2cniw4EnPXj-YPemoXMHFwimwxkEn5KZwY0QzOAlUoC6ZJabDHykGvXH8lRqp~DJ7grsm2Zv6vdxL-kfbWa~7KePRyvI2DxAQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Affect_and_Short_Term_Retention","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":"The effects of motivation on retention were investigated. Using a short-term memory technique, stimuli were cued for different incentives. At a short time interval there were no differences in recall as a function of the incentive condition. However, after a longer interval, stimuli associated with a five cent reward or shock were recalled significantly more than stimuli for which neither shock nor money was a potential outcome. It was argued that motivation did not affect the strength of original learning, but did influence the temporally subsequent process of trace storage.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39592578,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39592578/thumbnails/1.jpg","file_name":"1966_-_Affect_and_short-term_retention.pdf","download_url":"https://www.academia.edu/attachments/39592578/download_file","bulk_download_file_name":"Affect_and_Short_Term_Retention.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39592578/1966_-_Affect_and_short-term_retention-libre.pdf?1446404890=\u0026response-content-disposition=attachment%3B+filename%3DAffect_and_Short_Term_Retention.pdf\u0026Expires=1743549637\u0026Signature=gLrusdP-z-gZh8B1VNHaJ-jPJGO4APgrneKJugYb~z67VlLU8SqxwKBafVAoRQ9G260AD6kFE3P2woaSYbaemc1uSRBU3qCbbx3jfJDe3HWh1w39R1dF7piXsKbRnPvA5hUtMvVJf5NqBTk4522a~CVSMoh8e9kXPystmlZ4v07xapPJ4gyYSNvvNSgbvV6Ejuhapu8A92alD1R-UmfooL4hBimhE~3z6uDGkMYf6M1etIm7U5nug2cniw4EnPXj-YPemoXMHFwimwxkEn5KZwY0QzOAlUoC6ZJabDHykGvXH8lRqp~DJ7grsm2Zv6vdxL-kfbWa~7KePRyvI2DxAQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370132-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370143"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370143/Determinants_of_Choice_between_Achievement_and_Nonachievement_Related_Activities"><img alt="Research paper thumbnail of Determinants of Choice between Achievement- and Nonachievement-Related Activities" class="work-thumbnail" src="https://attachments.academia-assets.com/39575421/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370143/Determinants_of_Choice_between_Achievement_and_Nonachievement_Related_Activities">Determinants of Choice between Achievement- and Nonachievement-Related Activities</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9f6f0e70dc173106590f6158c0ad4a2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39575421,"asset_id":17370143,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39575421/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370143"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370143"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370143; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370143]").text(description); $(".js-view-count[data-work-id=17370143]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370143; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370143']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a9f6f0e70dc173106590f6158c0ad4a2" } } $('.js-work-strip[data-work-id=17370143]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370143,"title":"Determinants of Choice between Achievement- and Nonachievement-Related Activities","translated_title":"","metadata":{"journal_name":"Journal of Experimental Research Personality, Vol. 1, pp. 114-121","publication_date":{"day":null,"month":null,"year":1965,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370143/Determinants_of_Choice_between_Achievement_and_Nonachievement_Related_Activities","translated_internal_url":"","created_at":"2015-10-27T15:00:32.699-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39575421,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39575421/thumbnails/1.jpg","file_name":"1965_-_Determinants_of_Choice_between_Achievements_and_Nonachievement-Related_Activities.pdf","download_url":"https://www.academia.edu/attachments/39575421/download_file","bulk_download_file_name":"Determinants_of_Choice_between_Achieveme.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39575421/1965_-_Determinants_of_Choice_between_Achievements_and_Nonachievement-Related_Activities-libre.pdf?1446315292=\u0026response-content-disposition=attachment%3B+filename%3DDeterminants_of_Choice_between_Achieveme.pdf\u0026Expires=1743457396\u0026Signature=aTV0meamofru4YX70qE5w~CstmpomvmsrJtRCYK2Kv5at8WssrYTxl7ZQWQbnenu9ubLlX5qUNjU3tlUjqIU7ks2KItQPXrD7FpUiC2UtzB9WHhri8RVhLeOfxe8ijQfBj1m6gUfk8jGZIdLc4YBFuej7wbgBFoGO18OwZoxa9dOca6kQG2jVleUe4AQQy8lHgPX746iQXcrtx2w0R3gADVOi68NR4z2o8ITzWtXsAtkV7Lgng-~kjUuabd3RLNOVgMVr~01U69bFddy4hF29CYgwROXZRZXiGq1Mk1AsEYJXwxpxpiabk-n1XXG2Wuk32W6Wf73nc-bWUcFP-Ti1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Determinants_of_Choice_between_Achievement_and_Nonachievement_Related_Activities","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39575421,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39575421/thumbnails/1.jpg","file_name":"1965_-_Determinants_of_Choice_between_Achievements_and_Nonachievement-Related_Activities.pdf","download_url":"https://www.academia.edu/attachments/39575421/download_file","bulk_download_file_name":"Determinants_of_Choice_between_Achieveme.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39575421/1965_-_Determinants_of_Choice_between_Achievements_and_Nonachievement-Related_Activities-libre.pdf?1446315292=\u0026response-content-disposition=attachment%3B+filename%3DDeterminants_of_Choice_between_Achieveme.pdf\u0026Expires=1743457396\u0026Signature=aTV0meamofru4YX70qE5w~CstmpomvmsrJtRCYK2Kv5at8WssrYTxl7ZQWQbnenu9ubLlX5qUNjU3tlUjqIU7ks2KItQPXrD7FpUiC2UtzB9WHhri8RVhLeOfxe8ijQfBj1m6gUfk8jGZIdLc4YBFuej7wbgBFoGO18OwZoxa9dOca6kQG2jVleUe4AQQy8lHgPX746iQXcrtx2w0R3gADVOi68NR4z2o8ITzWtXsAtkV7Lgng-~kjUuabd3RLNOVgMVr~01U69bFddy4hF29CYgwROXZRZXiGq1Mk1AsEYJXwxpxpiabk-n1XXG2Wuk32W6Wf73nc-bWUcFP-Ti1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370143-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370151"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370151/A_Mediational_Paradigm_for_the_Study_of_Motivated_Forgetting_A_Critical_Analysis"><img alt="Research paper thumbnail of A Mediational Paradigm for the Study of Motivated Forgetting: A Critical Analysis" class="work-thumbnail" src="https://attachments.academia-assets.com/39563159/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370151/A_Mediational_Paradigm_for_the_Study_of_Motivated_Forgetting_A_Critical_Analysis">A Mediational Paradigm for the Study of Motivated Forgetting: A Critical Analysis</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A mediational paradigm devised by Glucksberg and King (1967) apparently demonstrated the “repress...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A mediational paradigm devised by Glucksberg and King (1967) apparently demonstrated the “repression” of stimuli associated with shock. However, three experiments conducted by these writers, one which replicated the Glucksberg and King results, suggest that undetected inequalities in the degree of original learning may have been responsible for the observed pattern of retention.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="600f8027baf5571611e8e1cfbfc3c92f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39563159,"asset_id":17370151,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39563159/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370151"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370151"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370151; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370151]").text(description); $(".js-view-count[data-work-id=17370151]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370151; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370151']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "600f8027baf5571611e8e1cfbfc3c92f" } } $('.js-work-strip[data-work-id=17370151]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370151,"title":"A Mediational Paradigm for the Study of Motivated Forgetting: A Critical Analysis","translated_title":"","metadata":{"abstract":"A mediational paradigm devised by Glucksberg and King (1967) apparently demonstrated the “repression” of stimuli associated with shock. However, three experiments conducted by these writers, one which replicated the Glucksberg and King results, suggest that undetected inequalities in the degree of original learning may have been responsible for the observed pattern of retention.","ai_title_tag":"Critical Analysis of Motivated Forgetting Research Findings","journal_name":"Journal of Verbal Learning and Verbal Behavior, Vol. 8, pp. 677-680","publication_date":{"day":null,"month":10,"year":1969,"errors":{}}},"translated_abstract":"A mediational paradigm devised by Glucksberg and King (1967) apparently demonstrated the “repression” of stimuli associated with shock. However, three experiments conducted by these writers, one which replicated the Glucksberg and King results, suggest that undetected inequalities in the degree of original learning may have been responsible for the observed pattern of retention.","internal_url":"https://www.academia.edu/17370151/A_Mediational_Paradigm_for_the_Study_of_Motivated_Forgetting_A_Critical_Analysis","translated_internal_url":"","created_at":"2015-10-27T15:00:34.712-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39563159,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39563159/thumbnails/1.jpg","file_name":"1969_-_A_Mediational_Paradigm.pdf","download_url":"https://www.academia.edu/attachments/39563159/download_file","bulk_download_file_name":"A_Mediational_Paradigm_for_the_Study_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39563159/1969_-_A_Mediational_Paradigm-libre.pdf?1446242654=\u0026response-content-disposition=attachment%3B+filename%3DA_Mediational_Paradigm_for_the_Study_of.pdf\u0026Expires=1743457396\u0026Signature=WtylS8-GXYGlvOcn5ApQv9Ohn9uwLhAqabgqlGk0xr66Q~9g6OsxpMV01I0x1IK0S28tp7-bIgrU9iTq4L0AE4vLpTiwJ1U5SNuVNT4UpdNTA~zkei261at5Ci5LHTHAWohzHNkyLkrm2JTaVsXW~5LgHmhIXhNXfqdxylq-7KwGHxS8GXy-uFL9JJlq2HCpOnWJzbVe~k46QNyUYgwJjieOZ9mcPuZexTcYBvqetf2d7FRnZtpuwGBD51Pq7yuTQrR41XBg1eRiLzjOOHwXK8~LLHWxCSrqusbXxSSPmaeV~jCIVk9fnE2yB-SJfSDW~NvJvrNqr8ithKLxB2VQzA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Mediational_Paradigm_for_the_Study_of_Motivated_Forgetting_A_Critical_Analysis","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"A mediational paradigm devised by Glucksberg and King (1967) apparently demonstrated the “repression” of stimuli associated with shock. However, three experiments conducted by these writers, one which replicated the Glucksberg and King results, suggest that undetected inequalities in the degree of original learning may have been responsible for the observed pattern of retention.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39563159,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39563159/thumbnails/1.jpg","file_name":"1969_-_A_Mediational_Paradigm.pdf","download_url":"https://www.academia.edu/attachments/39563159/download_file","bulk_download_file_name":"A_Mediational_Paradigm_for_the_Study_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39563159/1969_-_A_Mediational_Paradigm-libre.pdf?1446242654=\u0026response-content-disposition=attachment%3B+filename%3DA_Mediational_Paradigm_for_the_Study_of.pdf\u0026Expires=1743457396\u0026Signature=WtylS8-GXYGlvOcn5ApQv9Ohn9uwLhAqabgqlGk0xr66Q~9g6OsxpMV01I0x1IK0S28tp7-bIgrU9iTq4L0AE4vLpTiwJ1U5SNuVNT4UpdNTA~zkei261at5Ci5LHTHAWohzHNkyLkrm2JTaVsXW~5LgHmhIXhNXfqdxylq-7KwGHxS8GXy-uFL9JJlq2HCpOnWJzbVe~k46QNyUYgwJjieOZ9mcPuZexTcYBvqetf2d7FRnZtpuwGBD51Pq7yuTQrR41XBg1eRiLzjOOHwXK8~LLHWxCSrqusbXxSSPmaeV~jCIVk9fnE2yB-SJfSDW~NvJvrNqr8ithKLxB2VQzA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370151-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370158"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370158/Thoughts_and_Actions_Associated_with_Achievement_Motivation"><img alt="Research paper thumbnail of Thoughts and Actions Associated with Achievement Motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39536690/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370158/Thoughts_and_Actions_Associated_with_Achievement_Motivation">Thoughts and Actions Associated with Achievement Motivation</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da1b0d9dda09e8ac211ad46459a621f6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39536690,"asset_id":17370158,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39536690/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370158"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370158"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370158; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370158]").text(description); $(".js-view-count[data-work-id=17370158]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370158; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370158']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da1b0d9dda09e8ac211ad46459a621f6" } } $('.js-work-strip[data-work-id=17370158]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370158,"title":"Thoughts and Actions Associated with Achievement Motivation","translated_title":"","metadata":{"more_info":"Reprinted in McClelland, D. C., \u0026 Steele, R., eds, Human Motivation (Morristown, NJ: General Learning Press, 1972)","journal_name":"Irish Journal of Education, Vol. 3, No. 2, pp. 105-116","publication_date":{"day":null,"month":null,"year":1969,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370158/Thoughts_and_Actions_Associated_with_Achievement_Motivation","translated_internal_url":"","created_at":"2015-10-27T15:00:36.045-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39536690,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536690/thumbnails/1.jpg","file_name":"1969_-_Thoughts_and_Actions_Associated_with_Achievement_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39536690/download_file","bulk_download_file_name":"Thoughts_and_Actions_Associated_with_Ach.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536690/1969_-_Thoughts_and_Actions_Associated_with_Achievement_Motivation-libre.pdf?1446159240=\u0026response-content-disposition=attachment%3B+filename%3DThoughts_and_Actions_Associated_with_Ach.pdf\u0026Expires=1743457396\u0026Signature=dDH4xpA-QVie~GfB2EHjN6IJQ5hut93FiKRQ-OJP0UcTfLYoXzZieVYQ-fyr~jpuNtuzs~xGnpBTcp4Dk~D3vIQaqgpgj8oO0VvqlNwcvEux9BZac8jWsNGfxxtuyFbic7ZiOZk-keWY-okcHFLxttEbZ4pg3oyvS0lmoUlNwA~5cOEhfDqgKl7ueDqknevwTW-5yzkVEf76hxPd9yUCyfSOvDXEOKpvoWC5sgjJXFUWsZt-p9XvtifMUSEm9f0p5MJSTH4k0hr3zZQLVZI-AI5grNzJHP5xSCyDBaXsatMpFlv7GH9VWTn-l3SfZD7dUjIZC-eKlTNEuTqcwFPuHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Thoughts_and_Actions_Associated_with_Achievement_Motivation","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39536690,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536690/thumbnails/1.jpg","file_name":"1969_-_Thoughts_and_Actions_Associated_with_Achievement_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39536690/download_file","bulk_download_file_name":"Thoughts_and_Actions_Associated_with_Ach.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536690/1969_-_Thoughts_and_Actions_Associated_with_Achievement_Motivation-libre.pdf?1446159240=\u0026response-content-disposition=attachment%3B+filename%3DThoughts_and_Actions_Associated_with_Ach.pdf\u0026Expires=1743457396\u0026Signature=dDH4xpA-QVie~GfB2EHjN6IJQ5hut93FiKRQ-OJP0UcTfLYoXzZieVYQ-fyr~jpuNtuzs~xGnpBTcp4Dk~D3vIQaqgpgj8oO0VvqlNwcvEux9BZac8jWsNGfxxtuyFbic7ZiOZk-keWY-okcHFLxttEbZ4pg3oyvS0lmoUlNwA~5cOEhfDqgKl7ueDqknevwTW-5yzkVEf76hxPd9yUCyfSOvDXEOKpvoWC5sgjJXFUWsZt-p9XvtifMUSEm9f0p5MJSTH4k0hr3zZQLVZI-AI5grNzJHP5xSCyDBaXsatMpFlv7GH9VWTn-l3SfZD7dUjIZC-eKlTNEuTqcwFPuHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370158-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370161"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370161/The_Experimental_Study_of_Achievement_Motivation"><img alt="Research paper thumbnail of The Experimental Study of Achievement Motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/39536612/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370161/The_Experimental_Study_of_Achievement_Motivation">The Experimental Study of Achievement Motivation</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="21dca1c45994dfe8e9073c78551307ea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39536612,"asset_id":17370161,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39536612/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370161"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370161"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370161; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370161]").text(description); $(".js-view-count[data-work-id=17370161]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370161; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370161']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "21dca1c45994dfe8e9073c78551307ea" } } $('.js-work-strip[data-work-id=17370161]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370161,"title":"The Experimental Study of Achievement Motivation","translated_title":"","metadata":{"journal_name":"Bulletin for the National Association of Secondary School Principals, Vol. 51, No. 323, pp. 51-68","publication_date":{"day":null,"month":12,"year":1967,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370161/The_Experimental_Study_of_Achievement_Motivation","translated_internal_url":"","created_at":"2015-10-27T15:00:36.441-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39536612,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536612/thumbnails/1.jpg","file_name":"1967_-_The_Experimental_Study_of_Achievement_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39536612/download_file","bulk_download_file_name":"The_Experimental_Study_of_Achievement_Mo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536612/1967_-_The_Experimental_Study_of_Achievement_Motivation-libre.pdf?1446159246=\u0026response-content-disposition=attachment%3B+filename%3DThe_Experimental_Study_of_Achievement_Mo.pdf\u0026Expires=1743457396\u0026Signature=RPJFhRRczA-SRdbUl5vZBzne9nV6fZKz1GwK8531yc~BqzhWIaGgexilDPY8wriMzv~StIVJu6ro5I6S~7UHpZQM5Z5E00xhx1hpZKDhiWWPdKc1QTE5p9K8e-VAe6ZwXZcg~TI8BYfDeD-c2j1XvDrEc3EkxS-5cM~NA54op1tmBPIeFqCLVqz6dLDJTMOXRA3m5XzCts4Z58sOIeuAicd2jD2-GHO1NwmZKoy5hvvLG06CRJYyE2oF~nEs4m5v6Dht1s3BcZjUvON2E3Vs0jo5fHF2x9q6Y82HqafV6yjb-xKpt709WEYvL0rbbW3HWSP2I8Opk~jBHjBCdWAUXw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Experimental_Study_of_Achievement_Motivation","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39536612,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536612/thumbnails/1.jpg","file_name":"1967_-_The_Experimental_Study_of_Achievement_Motivation.pdf","download_url":"https://www.academia.edu/attachments/39536612/download_file","bulk_download_file_name":"The_Experimental_Study_of_Achievement_Mo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536612/1967_-_The_Experimental_Study_of_Achievement_Motivation-libre.pdf?1446159246=\u0026response-content-disposition=attachment%3B+filename%3DThe_Experimental_Study_of_Achievement_Mo.pdf\u0026Expires=1743457396\u0026Signature=RPJFhRRczA-SRdbUl5vZBzne9nV6fZKz1GwK8531yc~BqzhWIaGgexilDPY8wriMzv~StIVJu6ro5I6S~7UHpZQM5Z5E00xhx1hpZKDhiWWPdKc1QTE5p9K8e-VAe6ZwXZcg~TI8BYfDeD-c2j1XvDrEc3EkxS-5cM~NA54op1tmBPIeFqCLVqz6dLDJTMOXRA3m5XzCts4Z58sOIeuAicd2jD2-GHO1NwmZKoy5hvvLG06CRJYyE2oF~nEs4m5v6Dht1s3BcZjUvON2E3Vs0jo5fHF2x9q6Y82HqafV6yjb-xKpt709WEYvL0rbbW3HWSP2I8Opk~jBHjBCdWAUXw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370161-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370162"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370162/Motivational_Factors_in_Short_Term_Retention"><img alt="Research paper thumbnail of Motivational Factors in Short-Term Retention" class="work-thumbnail" src="https://attachments.academia-assets.com/39536586/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370162/Motivational_Factors_in_Short_Term_Retention">Motivational Factors in Short-Term Retention</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In a short-term memory task the to-be-remembered stimuli were cued for different incentive values...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In a short-term memory task the to-be-remembered stimuli were cued for different incentive values. 4 incentive conditions were employed: win Iji for correctly retaining the stimulus, win 5i, receive a shock for not correctly recalling the stimulus, and a control group where ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e5fa4b5b96e39cbaef68b83afa59bc91" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39536586,"asset_id":17370162,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39536586/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370162"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370162"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370162; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370162]").text(description); $(".js-view-count[data-work-id=17370162]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370162; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370162']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e5fa4b5b96e39cbaef68b83afa59bc91" } } $('.js-work-strip[data-work-id=17370162]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370162,"title":"Motivational Factors in Short-Term Retention","translated_title":"","metadata":{"abstract":"In a short-term memory task the to-be-remembered stimuli were cued for different incentive values. 4 incentive conditions were employed: win Iji for correctly retaining the stimulus, win 5i, receive a shock for not correctly recalling the stimulus, and a control group where ...","journal_name":"Journal of Experimental Psychology, Vol. 71, No. 2, pp.190-3","publication_date":{"day":null,"month":3,"year":1966,"errors":{}}},"translated_abstract":"In a short-term memory task the to-be-remembered stimuli were cued for different incentive values. 4 incentive conditions were employed: win Iji for correctly retaining the stimulus, win 5i, receive a shock for not correctly recalling the stimulus, and a control group where ...","internal_url":"https://www.academia.edu/17370162/Motivational_Factors_in_Short_Term_Retention","translated_internal_url":"","created_at":"2015-10-27T15:00:36.958-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39536586,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536586/thumbnails/1.jpg","file_name":"1966_-_Motivational_Factors_in_Short-Term_Retention.pdf","download_url":"https://www.academia.edu/attachments/39536586/download_file","bulk_download_file_name":"Motivational_Factors_in_Short_Term_Reten.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536586/1966_-_Motivational_Factors_in_Short-Term_Retention-libre.pdf?1446159248=\u0026response-content-disposition=attachment%3B+filename%3DMotivational_Factors_in_Short_Term_Reten.pdf\u0026Expires=1743457396\u0026Signature=Rsg7NGXUxO959jCPYizKlHpW4XVzeR82vDAEMzUTZ7WMm91bNe68~qCe9P0Ix3qFaNLQ8QEuJc0GwieCKIaBlmYCFIET1HxJTEz25JRmaz8aBCa41Am4hxmpJ29DwEojoMFgh3qDp46ZjJBF~lsd50XAQzjb-~1~nU7L9Pv4A9OQGGJrAhUdO0m26BHSICr4gmfNMV2Q2wKq~OxBWu7C5bXwRfHPNP61HA35SOBsZyluxfhBBybo-01AMBlJiBKK1FN9bUlnvQvKHoxFbB-YnhS3XlJiUtjIBH1fNjvpVOcj1augs--sPzFYN7vwG-uQtaMwhrs16XiGHNQXeyVIVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivational_Factors_in_Short_Term_Retention","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"In a short-term memory task the to-be-remembered stimuli were cued for different incentive values. 4 incentive conditions were employed: win Iji for correctly retaining the stimulus, win 5i, receive a shock for not correctly recalling the stimulus, and a control group where ...","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39536586,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536586/thumbnails/1.jpg","file_name":"1966_-_Motivational_Factors_in_Short-Term_Retention.pdf","download_url":"https://www.academia.edu/attachments/39536586/download_file","bulk_download_file_name":"Motivational_Factors_in_Short_Term_Reten.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536586/1966_-_Motivational_Factors_in_Short-Term_Retention-libre.pdf?1446159248=\u0026response-content-disposition=attachment%3B+filename%3DMotivational_Factors_in_Short_Term_Reten.pdf\u0026Expires=1743457396\u0026Signature=Rsg7NGXUxO959jCPYizKlHpW4XVzeR82vDAEMzUTZ7WMm91bNe68~qCe9P0Ix3qFaNLQ8QEuJc0GwieCKIaBlmYCFIET1HxJTEz25JRmaz8aBCa41Am4hxmpJ29DwEojoMFgh3qDp46ZjJBF~lsd50XAQzjb-~1~nU7L9Pv4A9OQGGJrAhUdO0m26BHSICr4gmfNMV2Q2wKq~OxBWu7C5bXwRfHPNP61HA35SOBsZyluxfhBBybo-01AMBlJiBKK1FN9bUlnvQvKHoxFbB-YnhS3XlJiUtjIBH1fNjvpVOcj1augs--sPzFYN7vwG-uQtaMwhrs16XiGHNQXeyVIVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":49021,"name":"Reward","url":"https://www.academia.edu/Documents/in/Reward"},{"id":128493,"name":"Punishment","url":"https://www.academia.edu/Documents/in/Punishment"},{"id":722449,"name":"Physiological Stress Markers","url":"https://www.academia.edu/Documents/in/Physiological_Stress_Markers"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370162-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370164"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17370164/Effects_of_reinforcement_history_upon_risk_taking_behavior"><img alt="Research paper thumbnail of Effects of reinforcement history upon risk-taking behavior" class="work-thumbnail" src="https://attachments.academia-assets.com/39536573/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17370164/Effects_of_reinforcement_history_upon_risk_taking_behavior">Effects of reinforcement history upon risk-taking behavior</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="de6b6a1da24c832fd901414ceb3d50f7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39536573,"asset_id":17370164,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39536573/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370164"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370164"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370164; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370164]").text(description); $(".js-view-count[data-work-id=17370164]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370164; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370164']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "de6b6a1da24c832fd901414ceb3d50f7" } } $('.js-work-strip[data-work-id=17370164]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370164,"title":"Effects of reinforcement history upon risk-taking behavior","translated_title":"","metadata":{"journal_name":"Journal of Experimental Psychology, Vol. 71, No. 4, pp. 587-92","publication_date":{"day":null,"month":5,"year":1966,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370164/Effects_of_reinforcement_history_upon_risk_taking_behavior","translated_internal_url":"","created_at":"2015-10-27T15:00:37.458-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":39536573,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536573/thumbnails/1.jpg","file_name":"1966_-_Effects_of_Rinforcement_History_Upon_Risk-Taking_Behavior.pdf","download_url":"https://www.academia.edu/attachments/39536573/download_file","bulk_download_file_name":"Effects_of_reinforcement_history_upon_ri.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536573/1966_-_Effects_of_Rinforcement_History_Upon_Risk-Taking_Behavior-libre.pdf?1446159249=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_reinforcement_history_upon_ri.pdf\u0026Expires=1743457396\u0026Signature=OH6kXRsdN6ZaQgPjjRiQbAa8DkrbJMv7tSoXhXazpLej0~BKAdnvIdDXf8MLhPtLcaXPd-SICvJt3dq3OlASXwhNpSPvafy3e0doBua3JnC9yNTf46~pWU2apxKNdh5g6koVeSkdDHwVa9bk-4mJVnKtNEMpD1IsT83hnE-UL3XPfs0dDhKiNm2NgiU8GxwzlABch1fd30YTV6wWbCZ6~FatTJvBkWpx05WZkYFgbeKuSpWr3xG3BXWMa-4qL7zVjA9gRmpq7NQp2uqKnpPtiHY3~vz9RHTySIhD-hPJ-N-tXJe6nysk0~JFxcN4I2QvVsc4ib5POeFkeIHH8JUzrA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_reinforcement_history_upon_risk_taking_behavior","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":39536573,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536573/thumbnails/1.jpg","file_name":"1966_-_Effects_of_Rinforcement_History_Upon_Risk-Taking_Behavior.pdf","download_url":"https://www.academia.edu/attachments/39536573/download_file","bulk_download_file_name":"Effects_of_reinforcement_history_upon_ri.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536573/1966_-_Effects_of_Rinforcement_History_Upon_Risk-Taking_Behavior-libre.pdf?1446159249=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_reinforcement_history_upon_ri.pdf\u0026Expires=1743457396\u0026Signature=OH6kXRsdN6ZaQgPjjRiQbAa8DkrbJMv7tSoXhXazpLej0~BKAdnvIdDXf8MLhPtLcaXPd-SICvJt3dq3OlASXwhNpSPvafy3e0doBua3JnC9yNTf46~pWU2apxKNdh5g6koVeSkdDHwVa9bk-4mJVnKtNEMpD1IsT83hnE-UL3XPfs0dDhKiNm2NgiU8GxwzlABch1fd30YTV6wWbCZ6~FatTJvBkWpx05WZkYFgbeKuSpWr3xG3BXWMa-4qL7zVjA9gRmpq7NQp2uqKnpPtiHY3~vz9RHTySIhD-hPJ-N-tXJe6nysk0~JFxcN4I2QvVsc4ib5POeFkeIHH8JUzrA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":39536556,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536556/thumbnails/1.jpg","file_name":"1966_-_Effects_of_Rinforcement_History_Upon_Risk-Taking_Behavior.pdf","download_url":"https://www.academia.edu/attachments/39536556/download_file","bulk_download_file_name":"Effects_of_reinforcement_history_upon_ri.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536556/1966_-_Effects_of_Rinforcement_History_Upon_Risk-Taking_Behavior-libre.pdf?1446159250=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_reinforcement_history_upon_ri.pdf\u0026Expires=1743457396\u0026Signature=XpNdj2yaiMm4pn3HF4wgQn1i~amUUd34fMd~OGVN9z2LtDhUz7z6WD~YYlq9mG08Dvqq4yYx4gzxFRnhz8ZSzvAbj-qvm8KIiFTji8EVVxdgDqjyX0LXSHi98CMRgpISlj-ZyH4ko97U2lrZtsFuX-pZY8QjMQuo7eXsK~f5xTvd-7OrRTF0pJGyuMbjW9MhljDxgiRVYBCUhxl4eWpn~IJzn31oUuYUD3iqyCuQrLgHkqHJ-5ySbX8xk7cCNvYWHQVSuLmuvq0OsUw-a~4~I-NqV1L2Ntkwpv2pGwWh0zNLMCeTKYxREOGQEUZ2WcKS63Ziawkr7rF4QpM2XTjKdw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":39536559,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39536559/thumbnails/1.jpg","file_name":"1966_-_Effects_of_Rinforcement_History_Upon_Risk-Taking_Behavior.pdf","download_url":"https://www.academia.edu/attachments/39536559/download_file","bulk_download_file_name":"Effects_of_reinforcement_history_upon_ri.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39536559/1966_-_Effects_of_Rinforcement_History_Upon_Risk-Taking_Behavior-libre.pdf?1446159250=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_reinforcement_history_upon_ri.pdf\u0026Expires=1743457396\u0026Signature=LIZuIgAQkkppoI4ajfNGb19Cbm9NW7W4Xg3~TwXB3usemBoxJy1gsupkuQbkeJy7yQ9JYiYbgEUfT44MnzzdtotdDrntLesO-EAmbDaxtm8n4VyHoElSwJW5mUGxFEpfxD0AL0jYGaFRvcS6W-2rfyvwsns9-5etWkqLQlRAow9yOn~rGjX9p7u~uCkwUEtFfsiGo~eVki614lB5MogodWsezyLz1YxSQAqJ2xy33H3KqmO2aVO420FzLju57Wj441qU1tCxhiLWv8Jo9if7gQ81rJW2s5lhlr~RYLRdC1uOrmee94aQfpYsGKxtp1NnDw-tY1zFsKYi2cFZVdmd2A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology"},{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making"},{"id":33069,"name":"Probability","url":"https://www.academia.edu/Documents/in/Probability"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370164-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3472160" id="otherpapers"><div class="js-work-strip profile--work_container" data-work-id="17370163"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370163/An_honors_course_in_introductory_psychology"><img alt="Research paper thumbnail of An honors course in introductory psychology" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">An honors course in introductory psychology</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370163"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370163"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370163; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370163]").text(description); $(".js-view-count[data-work-id=17370163]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370163; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370163']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370163]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370163,"title":"An honors course in introductory psychology","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370163/An_honors_course_in_introductory_psychology","translated_internal_url":"","created_at":"2015-10-27T15:00:36.980-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"An_honors_course_in_introductory_psychology","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370163-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370157"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370157/Perceived_dimensions_underlying_causal_attributions"><img alt="Research paper thumbnail of Perceived dimensions underlying causal attributions" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Perceived dimensions underlying causal attributions</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370157"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370157"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370157; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370157]").text(description); $(".js-view-count[data-work-id=17370157]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370157; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370157']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370157]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370157,"title":"Perceived dimensions underlying causal attributions","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370157/Perceived_dimensions_underlying_causal_attributions","translated_internal_url":"","created_at":"2015-10-27T15:00:35.655-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Perceived_dimensions_underlying_causal_attributions","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370157-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370152"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370152/Motivation_and_emotion_in_social_perspective"><img alt="Research paper thumbnail of Motivation and emotion in social perspective" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Motivation and emotion in social perspective</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370152"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370152"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370152; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370152]").text(description); $(".js-view-count[data-work-id=17370152]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370152; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370152']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370152]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370152,"title":"Motivation and emotion in social perspective","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370152/Motivation_and_emotion_in_social_perspective","translated_internal_url":"","created_at":"2015-10-27T15:00:34.876-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Motivation_and_emotion_in_social_perspective","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370152-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370146"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370146/Tiene_Razon_Older_Latinos_who_change_their_attributions_for_exercising_are_more_likely_to_experience_sustained_Increases_in_physical_Activity"><img alt="Research paper thumbnail of Tiene Razon!: Older Latinos who change their attributions for exercising are more likely to experience sustained Increases in physical Activity" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Tiene Razon!: Older Latinos who change their attributions for exercising are more likely to experience sustained Increases in physical Activity</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370146"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370146"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370146; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370146]").text(description); $(".js-view-count[data-work-id=17370146]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370146; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370146']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370146]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370146,"title":"Tiene Razon!: Older Latinos who change their attributions for exercising are more likely to experience sustained Increases in physical Activity","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370146/Tiene_Razon_Older_Latinos_who_change_their_attributions_for_exercising_are_more_likely_to_experience_sustained_Increases_in_physical_Activity","translated_internal_url":"","created_at":"2015-10-27T15:00:33.236-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Tiene_Razon_Older_Latinos_who_change_their_attributions_for_exercising_are_more_likely_to_experience_sustained_Increases_in_physical_Activity","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370146-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370142"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370142/An_Attributional_Interpretation_of"><img alt="Research paper thumbnail of An Attributional Interpretation of" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">An Attributional Interpretation of</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370142"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370142"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370142; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370142]").text(description); $(".js-view-count[data-work-id=17370142]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370142; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370142']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370142]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370142,"title":"An Attributional Interpretation of","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370142/An_Attributional_Interpretation_of","translated_internal_url":"","created_at":"2015-10-27T15:00:32.641-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"An_Attributional_Interpretation_of","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370142-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370124"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370124/Attribution_theory"><img alt="Research paper thumbnail of Attribution theory" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Attribution theory</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370124"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370124"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370124; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370124]").text(description); $(".js-view-count[data-work-id=17370124]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370124; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370124']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370124]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370124,"title":"Attribution theory","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370124/Attribution_theory","translated_internal_url":"","created_at":"2015-10-27T15:00:29.842-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Attribution_theory","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370124-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370112"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370112/Wirkung_von_Erfolg_und_Mi%C3%9Ferfolg_auf_die_Leistung"><img alt="Research paper thumbnail of Wirkung von Erfolg und Mißerfolg auf die Leistung" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Wirkung von Erfolg und Mißerfolg auf die Leistung</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370112"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370112"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370112; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370112]").text(description); $(".js-view-count[data-work-id=17370112]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370112; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370112']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370112]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370112,"title":"Wirkung von Erfolg und Mißerfolg auf die Leistung","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370112/Wirkung_von_Erfolg_und_Mi%C3%9Ferfolg_auf_die_Leistung","translated_internal_url":"","created_at":"2015-10-27T15:00:27.838-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Wirkung_von_Erfolg_und_Mißerfolg_auf_die_Leistung","translated_slug":"","page_count":null,"language":"de","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370112-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="17370106"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/17370106/Attribution_emotion_and_action"><img alt="Research paper thumbnail of Attribution, emotion, and action" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Attribution, emotion, and action</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17370106"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17370106"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17370106; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17370106]").text(description); $(".js-view-count[data-work-id=17370106]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17370106; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17370106']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=17370106]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17370106,"title":"Attribution, emotion, and action","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/17370106/Attribution_emotion_and_action","translated_internal_url":"","created_at":"2015-10-27T15:00:26.559-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Attribution_emotion_and_action","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17370106-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4443502" id="papers"><div class="js-work-strip profile--work_container" data-work-id="34495793"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34495793/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_Repression_"><img alt="Research paper thumbnail of Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (Repression)" class="work-thumbnail" src="https://attachments.academia-assets.com/54361937/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34495793/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_Repression_">Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (Repression)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://atlanticuniv.academia.edu/HReed">Henry Reed</a></span></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology</span><span>, 1969</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75cc5fe37198af773374b7db06b0b3c6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54361937,"asset_id":34495793,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54361937/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34495793"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34495793"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34495793; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34495793]").text(description); $(".js-view-count[data-work-id=34495793]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34495793; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34495793']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "75cc5fe37198af773374b7db06b0b3c6" } } $('.js-work-strip[data-work-id=34495793]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34495793,"title":"Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (Repression)","translated_title":"","metadata":{"publisher":"Elsevier","publication_date":{"day":null,"month":null,"year":1969,"errors":{}},"publication_name":"Journal of Experimental Psychology"},"translated_abstract":null,"internal_url":"https://www.academia.edu/34495793/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_Repression_","translated_internal_url":"","created_at":"2017-09-06T19:02:19.432-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3264445,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":30230895,"work_id":34495793,"tagging_user_id":3264445,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (Repression)"}],"downloadable_attachments":[{"id":54361937,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54361937/thumbnails/1.jpg","file_name":"Effects_of_instructional_sets_to_remembe20170906-20537-1bmlnfb.pdf","download_url":"https://www.academia.edu/attachments/54361937/download_file","bulk_download_file_name":"Effects_of_the_Instructional_Sets_to_Rem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54361937/Effects_of_instructional_sets_to_remembe20170906-20537-1bmlnfb-libre.pdf?1504750976=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_the_Instructional_Sets_to_Rem.pdf\u0026Expires=1743549639\u0026Signature=am2RWzeyRz4GqJVk5a7yvQtbCLhn3~GaumB-RlFg71nrmss1VcQc54PHEhSB4l0AcTxuQD2it1VS9-JwtUNCmSE3pHAcY9y-hgiVD7~BBD7IY3w1Fqu6fvVwvv8h-JjI9ld0hWFNFdbw5oC5U53B7~BBEWjI0roq-gO~X9KVZoOlZ81qltJmFFax1-gUo75uAZDc3bAnZVpexOBdCbR0LLy-rg4uc8U4TrT6RqTUU8Iazt0UAviBwbXUdtNXlDS0G1Bqvb1EPZmRcm0qdKjoeBDyOLnyGShG77S77~36wogTvFEx3POmnKpIcCTXEouxDmvgtlYSKA0LW5JQa5zSGA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_Repression_","translated_slug":"","page_count":4,"language":"fr","content_type":"Work","summary":null,"owner":{"id":3264445,"first_name":"Henry","middle_initials":null,"last_name":"Reed","page_name":"HReed","domain_name":"atlanticuniv","created_at":"2013-02-03T01:41:25.322-08:00","display_name":"Henry Reed","url":"https://atlanticuniv.academia.edu/HReed"},"attachments":[{"id":54361937,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54361937/thumbnails/1.jpg","file_name":"Effects_of_instructional_sets_to_remembe20170906-20537-1bmlnfb.pdf","download_url":"https://www.academia.edu/attachments/54361937/download_file","bulk_download_file_name":"Effects_of_the_Instructional_Sets_to_Rem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54361937/Effects_of_instructional_sets_to_remembe20170906-20537-1bmlnfb-libre.pdf?1504750976=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_the_Instructional_Sets_to_Rem.pdf\u0026Expires=1743549639\u0026Signature=am2RWzeyRz4GqJVk5a7yvQtbCLhn3~GaumB-RlFg71nrmss1VcQc54PHEhSB4l0AcTxuQD2it1VS9-JwtUNCmSE3pHAcY9y-hgiVD7~BBD7IY3w1Fqu6fvVwvv8h-JjI9ld0hWFNFdbw5oC5U53B7~BBEWjI0roq-gO~X9KVZoOlZ81qltJmFFax1-gUo75uAZDc3bAnZVpexOBdCbR0LLy-rg4uc8U4TrT6RqTUU8Iazt0UAviBwbXUdtNXlDS0G1Bqvb1EPZmRcm0qdKjoeBDyOLnyGShG77S77~36wogTvFEx3POmnKpIcCTXEouxDmvgtlYSKA0LW5JQa5zSGA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology"},{"id":154636,"name":"Cognitive Process","url":"https://www.academia.edu/Documents/in/Cognitive_Process"},{"id":522464,"name":"Short Term Memory","url":"https://www.academia.edu/Documents/in/Short_Term_Memory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-34495793-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="34495797"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34495797/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_REPRESSION_1"><img alt="Research paper thumbnail of Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (REPRESSION)1" class="work-thumbnail" src="https://attachments.academia-assets.com/54361938/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34495797/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_REPRESSION_1">Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (REPRESSION)1</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://atlanticuniv.academia.edu/HReed">Henry Reed</a></span></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology</span><span>, 1969</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b419763d84cb2f05c79efcba18530b71" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54361938,"asset_id":34495797,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54361938/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34495797"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34495797"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34495797; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34495797]").text(description); $(".js-view-count[data-work-id=34495797]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34495797; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34495797']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b419763d84cb2f05c79efcba18530b71" } } $('.js-work-strip[data-work-id=34495797]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34495797,"title":"Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (REPRESSION)1","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":1969,"errors":{}},"publication_name":"Journal of Experimental Psychology"},"translated_abstract":null,"internal_url":"https://www.academia.edu/34495797/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_REPRESSION_1","translated_internal_url":"","created_at":"2017-09-06T19:02:20.073-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3264445,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":30230896,"work_id":34495797,"tagging_user_id":3264445,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (REPRESSION)1"}],"downloadable_attachments":[{"id":54361938,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54361938/thumbnails/1.jpg","file_name":"Effects_of_instructional_sets_to_remembe20170906-20539-1jpdhtu.pdf","download_url":"https://www.academia.edu/attachments/54361938/download_file","bulk_download_file_name":"Effects_of_the_Instructional_Sets_to_Rem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54361938/Effects_of_instructional_sets_to_remembe20170906-20539-1jpdhtu-libre.pdf?1504750975=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_the_Instructional_Sets_to_Rem.pdf\u0026Expires=1743457397\u0026Signature=aJLvsTOj-RdJwkOp5PISWfUemqInDNdVJBWZ5tXsdgMLko6ibpVNTxUawzHdKSaJHnlHM6QtXaG8~TSCWzaD7qxXKlezHusKzryzGluxscoKdN0Oo4uMK611xsH6JsdBr4tZ5n8EUn~l7mzpP1tYjdaN4XZ0amnGfNSgAAuKEGwqe9cj6aCCef3ryea8Yw4vCUtbBn8AhPYLreMzgIhjLEiBp6FeoIcNymQt1zzmgWvwqBtO8N1y03Z7hVwhws-5A5csxVapdy9UyIivP4Bj6asK2Ybt7ZYPht8V~3gDlyyYmtBd7wiytRRlV54rTx5SwKQYcGO40qPq6LrOxO18Kw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_REPRESSION_1","translated_slug":"","page_count":4,"language":"fr","content_type":"Work","summary":null,"owner":{"id":3264445,"first_name":"Henry","middle_initials":null,"last_name":"Reed","page_name":"HReed","domain_name":"atlanticuniv","created_at":"2013-02-03T01:41:25.322-08:00","display_name":"Henry Reed","url":"https://atlanticuniv.academia.edu/HReed"},"attachments":[{"id":54361938,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54361938/thumbnails/1.jpg","file_name":"Effects_of_instructional_sets_to_remembe20170906-20539-1jpdhtu.pdf","download_url":"https://www.academia.edu/attachments/54361938/download_file","bulk_download_file_name":"Effects_of_the_Instructional_Sets_to_Rem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54361938/Effects_of_instructional_sets_to_remembe20170906-20539-1jpdhtu-libre.pdf?1504750975=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_the_Instructional_Sets_to_Rem.pdf\u0026Expires=1743457397\u0026Signature=aJLvsTOj-RdJwkOp5PISWfUemqInDNdVJBWZ5tXsdgMLko6ibpVNTxUawzHdKSaJHnlHM6QtXaG8~TSCWzaD7qxXKlezHusKzryzGluxscoKdN0Oo4uMK611xsH6JsdBr4tZ5n8EUn~l7mzpP1tYjdaN4XZ0amnGfNSgAAuKEGwqe9cj6aCCef3ryea8Yw4vCUtbBn8AhPYLreMzgIhjLEiBp6FeoIcNymQt1zzmgWvwqBtO8N1y03Z7hVwhws-5A5csxVapdy9UyIivP4Bj6asK2Ybt7ZYPht8V~3gDlyyYmtBd7wiytRRlV54rTx5SwKQYcGO40qPq6LrOxO18Kw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology"},{"id":154636,"name":"Cognitive Process","url":"https://www.academia.edu/Documents/in/Cognitive_Process"},{"id":522464,"name":"Short Term Memory","url":"https://www.academia.edu/Documents/in/Short_Term_Memory"}],"urls":[{"id":8288256,"url":"http://doi.apa.org/getdoi.cfm?doi=10.1037/h0026951"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-34495797-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="31638057"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31638057/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_Repression_"><img alt="Research paper thumbnail of Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (Repression)" class="work-thumbnail" src="https://attachments.academia-assets.com/51960180/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31638057/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_Repression_">Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (Repression)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://atlanticuniv.academia.edu/Reed">Henry Reed</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology</span><span>, 1969</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="be141e90c867ccfaf5defb637c07012c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51960180,"asset_id":31638057,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51960180/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31638057"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31638057"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31638057; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31638057]").text(description); $(".js-view-count[data-work-id=31638057]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31638057; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31638057']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "be141e90c867ccfaf5defb637c07012c" } } $('.js-work-strip[data-work-id=31638057]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31638057,"title":"Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (Repression)","translated_title":"","metadata":{"publisher":"Elsevier","publication_date":{"day":null,"month":null,"year":1969,"errors":{}},"publication_name":"Journal of Experimental Psychology"},"translated_abstract":null,"internal_url":"https://www.academia.edu/31638057/Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_Repression_","translated_internal_url":"","created_at":"2017-02-27T16:47:59.750-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":60676945,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":27812308,"work_id":31638057,"tagging_user_id":60676945,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Effects of the Instructional Sets to Remember and to Forget on Short-Term Retention: Studies of Rehearsal Control and Retrieval Inhibition (Repression)"}],"downloadable_attachments":[{"id":51960180,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51960180/thumbnails/1.jpg","file_name":"Effects_of_instructional_sets_to_remembe20170227-21237-rmjyoy.pdf","download_url":"https://www.academia.edu/attachments/51960180/download_file","bulk_download_file_name":"Effects_of_the_Instructional_Sets_to_Rem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51960180/Effects_of_instructional_sets_to_remembe20170227-21237-rmjyoy-libre.pdf?1488243511=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_the_Instructional_Sets_to_Rem.pdf\u0026Expires=1743457397\u0026Signature=Wy3LAZpy5Bf0LU9UP4zsD6OnvDEeMISU~MfS0xfov4Y78kY77zJHRZDWzGKkzd2ua3umCuKjQajO2RUqeeFUlO8dvw7OwI2dKH5lwT39WuEQdvlT-vqWZDU2hJhmTvPd7as7nmYS~SX1X4~rRX7kyapJqvwhw8IKTRZsBbVfo5cjoFS6oLDTElSE5-ZI0h9uyGnqXay1jC3PaOgDcl~bLhGVMvBC0KfzDpuEFmeyODBmKuwsoWGKWPMb3nyA6DHyhybUkcvwtpLUsdTsOCYmtQH318SRSxKzmwE8I7Z1VmeK5FyksedJML3MrRnYz1MBuMiud8du2y1K8WAOvrluGA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_the_Instructional_Sets_to_Remember_and_to_Forget_on_Short_Term_Retention_Studies_of_Rehearsal_Control_and_Retrieval_Inhibition_Repression_","translated_slug":"","page_count":4,"language":"fr","content_type":"Work","summary":null,"owner":{"id":60676945,"first_name":"Henry","middle_initials":null,"last_name":"Reed","page_name":"Reed","domain_name":"atlanticuniv","created_at":"2017-02-26T12:18:49.569-08:00","display_name":"Henry Reed","url":"https://atlanticuniv.academia.edu/Reed"},"attachments":[{"id":51960180,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51960180/thumbnails/1.jpg","file_name":"Effects_of_instructional_sets_to_remembe20170227-21237-rmjyoy.pdf","download_url":"https://www.academia.edu/attachments/51960180/download_file","bulk_download_file_name":"Effects_of_the_Instructional_Sets_to_Rem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51960180/Effects_of_instructional_sets_to_remembe20170227-21237-rmjyoy-libre.pdf?1488243511=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_the_Instructional_Sets_to_Rem.pdf\u0026Expires=1743457397\u0026Signature=Wy3LAZpy5Bf0LU9UP4zsD6OnvDEeMISU~MfS0xfov4Y78kY77zJHRZDWzGKkzd2ua3umCuKjQajO2RUqeeFUlO8dvw7OwI2dKH5lwT39WuEQdvlT-vqWZDU2hJhmTvPd7as7nmYS~SX1X4~rRX7kyapJqvwhw8IKTRZsBbVfo5cjoFS6oLDTElSE5-ZI0h9uyGnqXay1jC3PaOgDcl~bLhGVMvBC0KfzDpuEFmeyODBmKuwsoWGKWPMb3nyA6DHyhybUkcvwtpLUsdTsOCYmtQH318SRSxKzmwE8I7Z1VmeK5FyksedJML3MrRnYz1MBuMiud8du2y1K8WAOvrluGA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology"},{"id":154636,"name":"Cognitive Process","url":"https://www.academia.edu/Documents/in/Cognitive_Process"},{"id":522464,"name":"Short Term Memory","url":"https://www.academia.edu/Documents/in/Short_Term_Memory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-31638057-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23973774"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23973774/Motivational_determinants_of_coalition_formation"><img alt="Research paper thumbnail of Motivational determinants of coalition formation" class="work-thumbnail" src="https://attachments.academia-assets.com/44363445/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23973774/Motivational_determinants_of_coalition_formation">Motivational determinants of coalition formation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/VFolkes">Valerie Folkes</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span>Journal of Experimental Social Psychology</span><span>, 1977</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="33af27fa8b84e02d7487e9c1bb105d77" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44363445,"asset_id":23973774,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44363445/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23973774"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23973774"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23973774; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23973774]").text(description); $(".js-view-count[data-work-id=23973774]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23973774; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23973774']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "33af27fa8b84e02d7487e9c1bb105d77" } } $('.js-work-strip[data-work-id=23973774]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23973774,"title":"Motivational determinants of coalition formation","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":1977,"errors":{}},"publication_name":"Journal of Experimental Social Psychology"},"translated_abstract":null,"internal_url":"https://www.academia.edu/23973774/Motivational_determinants_of_coalition_formation","translated_internal_url":"","created_at":"2016-04-03T14:09:36.789-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":46312430,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":26857107,"work_id":23973774,"tagging_user_id":46312430,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Motivational determinants of coalition formation"}],"downloadable_attachments":[{"id":44363445,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44363445/thumbnails/1.jpg","file_name":"Motivational_determinants_of_coalition_f20160403-18225-nm23u.pdf","download_url":"https://www.academia.edu/attachments/44363445/download_file","bulk_download_file_name":"Motivational_determinants_of_coalition_f.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44363445/Motivational_determinants_of_coalition_f20160403-18225-nm23u-libre.pdf?1459717952=\u0026response-content-disposition=attachment%3B+filename%3DMotivational_determinants_of_coalition_f.pdf\u0026Expires=1743457397\u0026Signature=M9iE751CPbK1tulIlMzHasbPr8c97pkzZCsZk84U531uzeTP~v~TvavDuoUcZSgv-Y7wEmNv7B~F-P9wSpIqNODgBwHrtTxhBPjxtWk543znTc4WkI0i3JwPfMlfVfQwZW0AqI8XBCROLRpLXBqDF0E7qvD-xIs-CoKePAmmMHCFadTlGRFuvfmrvH1z1CjM4-vjN4Fbb-eyTDI53nxft6IrNuCfBcoBKQyfDAFEG8rX9cJ~v~0yGTN5rS6LB6HlzXW9TLNPNNz3-UjCl2tT4MMms8sU~619Q6ckr5CgCjlDMUBgs2gAuH4eSgRY~zeHQBE1NAvw14jZzIR0hkkgTA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Motivational_determinants_of_coalition_formation","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":null,"owner":{"id":46312430,"first_name":"Valerie","middle_initials":null,"last_name":"Folkes","page_name":"VFolkes","domain_name":"independent","created_at":"2016-04-03T14:08:21.032-07:00","display_name":"Valerie Folkes","url":"https://independent.academia.edu/VFolkes"},"attachments":[{"id":44363445,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44363445/thumbnails/1.jpg","file_name":"Motivational_determinants_of_coalition_f20160403-18225-nm23u.pdf","download_url":"https://www.academia.edu/attachments/44363445/download_file","bulk_download_file_name":"Motivational_determinants_of_coalition_f.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44363445/Motivational_determinants_of_coalition_f20160403-18225-nm23u-libre.pdf?1459717952=\u0026response-content-disposition=attachment%3B+filename%3DMotivational_determinants_of_coalition_f.pdf\u0026Expires=1743457397\u0026Signature=M9iE751CPbK1tulIlMzHasbPr8c97pkzZCsZk84U531uzeTP~v~TvavDuoUcZSgv-Y7wEmNv7B~F-P9wSpIqNODgBwHrtTxhBPjxtWk543znTc4WkI0i3JwPfMlfVfQwZW0AqI8XBCROLRpLXBqDF0E7qvD-xIs-CoKePAmmMHCFadTlGRFuvfmrvH1z1CjM4-vjN4Fbb-eyTDI53nxft6IrNuCfBcoBKQyfDAFEG8rX9cJ~v~0yGTN5rS6LB6HlzXW9TLNPNNz3-UjCl2tT4MMms8sU~619Q6ckr5CgCjlDMUBgs2gAuH4eSgRY~zeHQBE1NAvw14jZzIR0hkkgTA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology"},{"id":871,"name":"Illustrations","url":"https://www.academia.edu/Documents/in/Illustrations"},{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology"},{"id":11141,"name":"Group Dynamics","url":"https://www.academia.edu/Documents/in/Group_Dynamics"},{"id":31468,"name":"Interpersonal Relationship","url":"https://www.academia.edu/Documents/in/Interpersonal_Relationship"},{"id":1218458,"name":"Experimental Social Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Social_Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23973774-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="29238497"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/29238497/Attributions_and_expectancies_as_determinants_of_achievement_in_Black_students"><img alt="Research paper thumbnail of Attributions and expectancies as determinants of achievement in Black students" class="work-thumbnail" src="https://attachments.academia-assets.com/49689426/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/29238497/Attributions_and_expectancies_as_determinants_of_achievement_in_Black_students">Attributions and expectancies as determinants of achievement in Black students</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kuleuven.academia.edu/ColettevanLaar">Colette van Laar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Using an attributional framework, the study examined college students' (N=529) expectations of th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Using an attributional framework, the study examined college students' (N=529) expectations of their future economic outcomes and the role they perceived that discrimination would play in determining these outcomes. Expectancies for self, locus of causality for outcomes, self-esteem, locus of causality for failure, locus of causality for success, academic motivation, and group activism were measured; an ANOVA was conducted. Results are presented and discussed. It was found that early in college African Americans have higher expectancies than other students, but that these expectancies decline during college. At the same time that expectancies decline, African Americans' self-esteem does not decline. There is a dissociation, such that self-esteem is less related to expectancies for Black than for White students. The decline can be accounted for by African Americans' increasing external attributions for their future outcomes: their pessimism about being able to overcome the barriers faced by African Americans. Further analyses show that when these external attributions for failure are combined with internal attributions for success, they are associated with high achievement motivation and high group activism. (EMK)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="85a71bc3d85d33548b6d031f0ee53539" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":49689426,"asset_id":29238497,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/49689426/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="29238497"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="29238497"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29238497; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29238497]").text(description); $(".js-view-count[data-work-id=29238497]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29238497; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29238497']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "85a71bc3d85d33548b6d031f0ee53539" } } $('.js-work-strip[data-work-id=29238497]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29238497,"title":"Attributions and expectancies as determinants of achievement in Black students","translated_title":"","metadata":{"abstract":"Using an attributional framework, the study examined college students' (N=529) expectations of their future economic outcomes and the role they perceived that discrimination would play in determining these outcomes. Expectancies for self, locus of causality for outcomes, self-esteem, locus of causality for failure, locus of causality for success, academic motivation, and group activism were measured; an ANOVA was conducted. Results are presented and discussed. It was found that early in college African Americans have higher expectancies than other students, but that these expectancies decline during college. At the same time that expectancies decline, African Americans' self-esteem does not decline. There is a dissociation, such that self-esteem is less related to expectancies for Black than for White students. The decline can be accounted for by African Americans' increasing external attributions for their future outcomes: their pessimism about being able to overcome the barriers faced by African Americans. Further analyses show that when these external attributions for failure are combined with internal attributions for success, they are associated with high achievement motivation and high group activism. (EMK)","ai_title_tag":"Attributions and Expectancies in Black Students","organization":"The Annual Convention of the American Psychological Association","publication_date":{"day":1,"month":1,"year":1998,"errors":{}}},"translated_abstract":"Using an attributional framework, the study examined college students' (N=529) expectations of their future economic outcomes and the role they perceived that discrimination would play in determining these outcomes. Expectancies for self, locus of causality for outcomes, self-esteem, locus of causality for failure, locus of causality for success, academic motivation, and group activism were measured; an ANOVA was conducted. Results are presented and discussed. It was found that early in college African Americans have higher expectancies than other students, but that these expectancies decline during college. At the same time that expectancies decline, African Americans' self-esteem does not decline. There is a dissociation, such that self-esteem is less related to expectancies for Black than for White students. The decline can be accounted for by African Americans' increasing external attributions for their future outcomes: their pessimism about being able to overcome the barriers faced by African Americans. Further analyses show that when these external attributions for failure are combined with internal attributions for success, they are associated with high achievement motivation and high group activism. (EMK)","internal_url":"https://www.academia.edu/29238497/Attributions_and_expectancies_as_determinants_of_achievement_in_Black_students","translated_internal_url":"","created_at":"2016-10-18T07:07:32.844-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16710251,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":25216186,"work_id":29238497,"tagging_user_id":16710251,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":1,"name":"Bernard Weiner","title":"Attributions and expectancies as determinants of achievement in Black students"}],"downloadable_attachments":[{"id":49689426,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/49689426/thumbnails/1.jpg","file_name":"VanLaar1998Report.pdf","download_url":"https://www.academia.edu/attachments/49689426/download_file","bulk_download_file_name":"Attributions_and_expectancies_as_determi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/49689426/VanLaar1998Report-libre.pdf?1476801278=\u0026response-content-disposition=attachment%3B+filename%3DAttributions_and_expectancies_as_determi.pdf\u0026Expires=1743457397\u0026Signature=X7PBbaBR3BjUI6mN-fk9iKRu5nNCXaspuveqxAMY~ZjROkXz5gKM9ti6dz0X7gtuSFCw2itDXvRX0faQssGTyT59p-BBrrMCUpZAN7zFshI4Ysbq0IOX1LklvZ7Y~Y9gKbQQDciEsyrIhTRTNqv6gCHJvvBuN-6aY4KoBtfjPUknSiqtA9vYcCFxKj0Iw0W5cS5ipocl8C4mD4GD4Z32SQA-5SUTauqvRUmUa9z7DsbbkGzR27FyXxTt2huoHxwq6yrmh4ZU1Bi13CWMoVgMMQQ7FhURFC-DiIsGxY~SHr9~kWYNS0PjjmCdPJCjrJOy8ZJkvJEem~h~fnJK9mPMDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Attributions_and_expectancies_as_determinants_of_achievement_in_Black_students","translated_slug":"","page_count":18,"language":"en","content_type":"Work","summary":"Using an attributional framework, the study examined college students' (N=529) expectations of their future economic outcomes and the role they perceived that discrimination would play in determining these outcomes. Expectancies for self, locus of causality for outcomes, self-esteem, locus of causality for failure, locus of causality for success, academic motivation, and group activism were measured; an ANOVA was conducted. Results are presented and discussed. It was found that early in college African Americans have higher expectancies than other students, but that these expectancies decline during college. At the same time that expectancies decline, African Americans' self-esteem does not decline. There is a dissociation, such that self-esteem is less related to expectancies for Black than for White students. The decline can be accounted for by African Americans' increasing external attributions for their future outcomes: their pessimism about being able to overcome the barriers faced by African Americans. Further analyses show that when these external attributions for failure are combined with internal attributions for success, they are associated with high achievement motivation and high group activism. (EMK)","owner":{"id":16710251,"first_name":"Colette","middle_initials":null,"last_name":"van Laar","page_name":"ColettevanLaar","domain_name":"kuleuven","created_at":"2014-09-15T18:55:48.302-07:00","display_name":"Colette van Laar","url":"https://kuleuven.academia.edu/ColettevanLaar"},"attachments":[{"id":49689426,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/49689426/thumbnails/1.jpg","file_name":"VanLaar1998Report.pdf","download_url":"https://www.academia.edu/attachments/49689426/download_file","bulk_download_file_name":"Attributions_and_expectancies_as_determi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/49689426/VanLaar1998Report-libre.pdf?1476801278=\u0026response-content-disposition=attachment%3B+filename%3DAttributions_and_expectancies_as_determi.pdf\u0026Expires=1743457397\u0026Signature=X7PBbaBR3BjUI6mN-fk9iKRu5nNCXaspuveqxAMY~ZjROkXz5gKM9ti6dz0X7gtuSFCw2itDXvRX0faQssGTyT59p-BBrrMCUpZAN7zFshI4Ysbq0IOX1LklvZ7Y~Y9gKbQQDciEsyrIhTRTNqv6gCHJvvBuN-6aY4KoBtfjPUknSiqtA9vYcCFxKj0Iw0W5cS5ipocl8C4mD4GD4Z32SQA-5SUTauqvRUmUa9z7DsbbkGzR27FyXxTt2huoHxwq6yrmh4ZU1Bi13CWMoVgMMQQ7FhURFC-DiIsGxY~SHr9~kWYNS0PjjmCdPJCjrJOy8ZJkvJEem~h~fnJK9mPMDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-29238497-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="26514337"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/26514337/Social_emotions_and_personality_inferences_resulting_from_attributions_made_in_the_context_of_achievements"><img alt="Research paper thumbnail of Social emotions and personality inferences resulting from attributions made in the context of achievements" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Social emotions and personality inferences resulting from attributions made in the context of achievements</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://haifa.academia.edu/ShlomoHareli">Shlomo Hareli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26514337"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26514337"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26514337; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26514337]").text(description); $(".js-view-count[data-work-id=26514337]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26514337; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26514337']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=26514337]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26514337,"title":"Social emotions and personality inferences resulting from attributions made in the context of achievements","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/26514337/Social_emotions_and_personality_inferences_resulting_from_attributions_made_in_the_context_of_achievements","translated_internal_url":"","created_at":"2016-06-26T12:12:11.705-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":91734,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":21769615,"work_id":26514337,"tagging_user_id":91734,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Social emotions and personality inferences resulting from attributions made in the context of achievements"}],"downloadable_attachments":[],"slug":"Social_emotions_and_personality_inferences_resulting_from_attributions_made_in_the_context_of_achievements","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":91734,"first_name":"Shlomo","middle_initials":null,"last_name":"Hareli","page_name":"ShlomoHareli","domain_name":"haifa","created_at":"2009-11-28T21:18:25.433-08:00","display_name":"Shlomo Hareli","url":"https://haifa.academia.edu/ShlomoHareli"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-26514337-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="3012693"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3012693/Modesty_Arrogance_and_Honesty_of_Accounts"><img alt="Research paper thumbnail of Modesty, Arrogance and Honesty of Accounts " class="work-thumbnail" src="https://attachments.academia-assets.com/30957276/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3012693/Modesty_Arrogance_and_Honesty_of_Accounts">Modesty, Arrogance and Honesty of Accounts </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://haifa.academia.edu/ShlomoHareli">Shlomo Hareli</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous research has documented that attributional information contained in causal accounts for ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous research has documented that attributional information contained in causal accounts for success induce impressions of arrogance and modesty. The research further examined the role of accounts as well as level of success when perceivers know the real reason for success. Two studies of university students revealed that honesty strongly decreases arrogance and increases modesty in the case of effort accounts, and not in situations of communicated ability. In addition, honesty was determined not only by the truth value of an account but also by the extent to which the account induced impressions of arrogance and modesty. The present findings provide further understanding of the link between attributional information and social judgments.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-3012693-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-3012693-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15822118/figure-1-modesty-arrogance-and-honesty-of-accounts"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/30957276/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15822125/figure-2-modesty-arrogance-and-honesty-of-accounts"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/30957276/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15822137/figure-3-modesty-arrogance-and-honesty-of-accounts"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/30957276/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15822149/figure-4-modesty-arrogance-and-honesty-of-accounts"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/30957276/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15822158/figure-5-modesty-arrogance-and-honesty-of-accounts"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/30957276/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15822165/figure-6-modesty-arrogance-and-honesty-of-accounts"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/30957276/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15822171/table-1-note-subscripts-based-on-newman-keuls-tests-at"><img alt="Note. Subscripts based on Newman-Keuls tests at p <.05. Ratings were made on 77-point scales. Higher numbers represent greater modesty, arrogance and honesty. Numbers with different subscripts differ at p <.05. Perceived Amogance, Modesty and Honesty as a function of Stated and Real Cause for Success " class="figure-slide-image" src="https://figures.academia-assets.com/30957276/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-3012693-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2614a3ae36b094fb8f36e1e0e18d8451" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30957276,"asset_id":3012693,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30957276/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3012693"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3012693"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3012693; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3012693]").text(description); $(".js-view-count[data-work-id=3012693]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3012693; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3012693']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2614a3ae36b094fb8f36e1e0e18d8451" } } $('.js-work-strip[data-work-id=3012693]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3012693,"title":"Modesty, Arrogance and Honesty of Accounts ","translated_title":"","metadata":{"ai_title_tag":"Honesty's Impact on Arrogance and Modesty in Success Accounts","grobid_abstract":"Previous research has documented that attributional information contained in causal accounts for success induce impressions of arrogance and modesty. The research further examined the role of accounts as well as level of success when perceivers know the real reason for success. Two studies of university students revealed that honesty strongly decreases arrogance and increases modesty in the case of effort accounts, and not in situations of communicated ability. In addition, honesty was determined not only by the truth value of an account but also by the extent to which the account induced impressions of arrogance and modesty. The present findings provide further understanding of the link between attributional information and social judgments.","grobid_abstract_attachment_id":30957276},"translated_abstract":null,"internal_url":"https://www.academia.edu/3012693/Modesty_Arrogance_and_Honesty_of_Accounts","translated_internal_url":"","created_at":"2013-03-15T03:55:37.248-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":91734,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":21769614,"work_id":3012693,"tagging_user_id":91734,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"Modesty, Arrogance and Honesty of Accounts "}],"downloadable_attachments":[{"id":30957276,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30957276/thumbnails/1.jpg","file_name":"Hareli_et_al_paper_-_final.pdf","download_url":"https://www.academia.edu/attachments/30957276/download_file","bulk_download_file_name":"Modesty_Arrogance_and_Honesty_of_Account.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30957276/Hareli_et_al_paper_-_final-libre.pdf?1363345531=\u0026response-content-disposition=attachment%3B+filename%3DModesty_Arrogance_and_Honesty_of_Account.pdf\u0026Expires=1743457397\u0026Signature=edS9tgIVSyeDsD3x5WPz-cXxeJ1x5An4LcxvUHbHJW~z7UEdrpYiwOZJPbWoQ7Nwx6~GxCKh2oBwe1tB4ereoGCituyAKecmzh2KodBSt6M0rT5~F55Ch4aAfwmTsAVzFeKP~emGmXFwMZSR9wtl6kXVbdvFeuBXMYYuWuncIKWBfA5hrrblvQV2pHzSBZPifHZMTvALJrWdeSLcMgZhraV46ggn5-ZQ44rO2XYjILyNhA~nEwImV~Hzf~2Kwzl41LoaENBNVNTddXi459xxn0epbCN~7SSuPcHmQeub6dpvnEYskuxaZj-HhR5oj908sBBFgLlvWphQEpg14Jc4Mg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Modesty_Arrogance_and_Honesty_of_Accounts","translated_slug":"","page_count":36,"language":"en","content_type":"Work","summary":"Previous research has documented that attributional information contained in causal accounts for success induce impressions of arrogance and modesty. The research further examined the role of accounts as well as level of success when perceivers know the real reason for success. Two studies of university students revealed that honesty strongly decreases arrogance and increases modesty in the case of effort accounts, and not in situations of communicated ability. In addition, honesty was determined not only by the truth value of an account but also by the extent to which the account induced impressions of arrogance and modesty. The present findings provide further understanding of the link between attributional information and social judgments.","owner":{"id":91734,"first_name":"Shlomo","middle_initials":null,"last_name":"Hareli","page_name":"ShlomoHareli","domain_name":"haifa","created_at":"2009-11-28T21:18:25.433-08:00","display_name":"Shlomo Hareli","url":"https://haifa.academia.edu/ShlomoHareli"},"attachments":[{"id":30957276,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30957276/thumbnails/1.jpg","file_name":"Hareli_et_al_paper_-_final.pdf","download_url":"https://www.academia.edu/attachments/30957276/download_file","bulk_download_file_name":"Modesty_Arrogance_and_Honesty_of_Account.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30957276/Hareli_et_al_paper_-_final-libre.pdf?1363345531=\u0026response-content-disposition=attachment%3B+filename%3DModesty_Arrogance_and_Honesty_of_Account.pdf\u0026Expires=1743457397\u0026Signature=edS9tgIVSyeDsD3x5WPz-cXxeJ1x5An4LcxvUHbHJW~z7UEdrpYiwOZJPbWoQ7Nwx6~GxCKh2oBwe1tB4ereoGCituyAKecmzh2KodBSt6M0rT5~F55Ch4aAfwmTsAVzFeKP~emGmXFwMZSR9wtl6kXVbdvFeuBXMYYuWuncIKWBfA5hrrblvQV2pHzSBZPifHZMTvALJrWdeSLcMgZhraV46ggn5-ZQ44rO2XYjILyNhA~nEwImV~Hzf~2Kwzl41LoaENBNVNTddXi459xxn0epbCN~7SSuPcHmQeub6dpvnEYskuxaZj-HhR5oj908sBBFgLlvWphQEpg14Jc4Mg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":852804,"url":"http://research.haifa.ac.il/~shareli/Hareli%20et%20al%20paper%20-%20final.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-3012693-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="26074918"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/26074918/On_the_cross_cultural_trail_searching_for_non_replication"><img alt="Research paper thumbnail of On the cross-cultural trail, searching for (non)-replication" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">On the cross-cultural trail, searching for (non)-replication</div><div class="wp-workCard_item"><span>International journal of psychology : Journal international de psychologie</span><span>, Jan 26, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this response to the manuscript by Pilati, attribution theory as applied to motivation is firs...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this response to the manuscript by Pilati, attribution theory as applied to motivation is first reviewed. Then shortcomings of Pilati&#39;s method and analysis are pointed out. In addition, issues concerning the significance of lack of cross-cultural replication are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26074918"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26074918"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26074918; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26074918]").text(description); $(".js-view-count[data-work-id=26074918]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26074918; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26074918']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=26074918]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26074918,"title":"On the cross-cultural trail, searching for (non)-replication","translated_title":"","metadata":{"abstract":"In this response to the manuscript by Pilati, attribution theory as applied to motivation is first reviewed. Then shortcomings of Pilati\u0026#39;s method and analysis are pointed out. In addition, issues concerning the significance of lack of cross-cultural replication are discussed.","publication_date":{"day":26,"month":1,"year":2015,"errors":{}},"publication_name":"International journal of psychology : Journal international de psychologie"},"translated_abstract":"In this response to the manuscript by Pilati, attribution theory as applied to motivation is first reviewed. Then shortcomings of Pilati\u0026#39;s method and analysis are pointed out. In addition, issues concerning the significance of lack of cross-cultural replication are discussed.","internal_url":"https://www.academia.edu/26074918/On_the_cross_cultural_trail_searching_for_non_replication","translated_internal_url":"","created_at":"2016-06-12T14:14:05.140-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"On_the_cross_cultural_trail_searching_for_non_replication","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"In this response to the manuscript by Pilati, attribution theory as applied to motivation is first reviewed. Then shortcomings of Pilati\u0026#39;s method and analysis are pointed out. In addition, issues concerning the significance of lack of cross-cultural replication are discussed.","owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion"},{"id":125342,"name":"Attribution","url":"https://www.academia.edu/Documents/in/Attribution"},{"id":467939,"name":"Cross Cultural","url":"https://www.academia.edu/Documents/in/Cross_Cultural"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-26074918-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="26074909"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/26074909/A_meta_analytic_review_of_coping_with_illness"><img alt="Research paper thumbnail of A meta-analytic review of coping with illness" class="work-thumbnail" src="https://attachments.academia-assets.com/46424056/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26074909/A_meta_analytic_review_of_coping_with_illness">A meta-analytic review of coping with illness</a></div><div class="wp-workCard_item"><span>Journal of Psychosomatic Research</span><span>, 2001</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f5bd69a3eaf8be5df384f6955a0d19a4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46424056,"asset_id":26074909,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46424056/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26074909"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26074909"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26074909; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26074909]").text(description); $(".js-view-count[data-work-id=26074909]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26074909; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26074909']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f5bd69a3eaf8be5df384f6955a0d19a4" } } $('.js-work-strip[data-work-id=26074909]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26074909,"title":"A meta-analytic review of coping with illness","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2001,"errors":{}},"publication_name":"Journal of Psychosomatic Research"},"translated_abstract":null,"internal_url":"https://www.academia.edu/26074909/A_meta_analytic_review_of_coping_with_illness","translated_internal_url":"","created_at":"2016-06-12T14:13:16.670-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34438703,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":46424056,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/46424056/thumbnails/1.jpg","file_name":"A_meta-analytic_review_of_coping_with_il20160612-12040-1ydzesn.pdf","download_url":"https://www.academia.edu/attachments/46424056/download_file","bulk_download_file_name":"A_meta_analytic_review_of_coping_with_il.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/46424056/A_meta-analytic_review_of_coping_with_il20160612-12040-1ydzesn-libre.pdf?1465766691=\u0026response-content-disposition=attachment%3B+filename%3DA_meta_analytic_review_of_coping_with_il.pdf\u0026Expires=1743457397\u0026Signature=VgcgJzBSv24YvwGtQisXwbUxz19mJzN5B5S1GbyaHKnZ5tzQaqZHU6HmJgkGz0l7Kytf0LT7IcyHAyRvAA1rW4VG1HUYdBsTiPdQno3cxBIZF0MJurkmqPyhEF6GJyxPLVUH8HZI4jGvc2~4BGYeOjCQFQHrEdlLf3skQvNGFho0fGNnVgfSzv4UAsAXvSgAxrkT2-GXknD08hbeVjix0KkbMLAy4UdOQw~rWCXnt1msGC7b3UJk95yQ0VyOkR8FS81hsuxkGxr4JPS0MaC-8zOj35e2bD06y0gaD-b4v7cP81naHZWNygL3cAuTQP9W7wxq4NgCrUKILKLsAltxlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_meta_analytic_review_of_coping_with_illness","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":null,"owner":{"id":34438703,"first_name":"Bernard","middle_initials":null,"last_name":"Weiner","page_name":"BernardWeiner","domain_name":"ucla","created_at":"2015-09-01T09:47:43.942-07:00","display_name":"Bernard Weiner","url":"https://ucla.academia.edu/BernardWeiner"},"attachments":[{"id":46424056,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/46424056/thumbnails/1.jpg","file_name":"A_meta-analytic_review_of_coping_with_il20160612-12040-1ydzesn.pdf","download_url":"https://www.academia.edu/attachments/46424056/download_file","bulk_download_file_name":"A_meta_analytic_review_of_coping_with_il.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/46424056/A_meta-analytic_review_of_coping_with_il20160612-12040-1ydzesn-libre.pdf?1465766691=\u0026response-content-disposition=attachment%3B+filename%3DA_meta_analytic_review_of_coping_with_il.pdf\u0026Expires=1743457397\u0026Signature=VgcgJzBSv24YvwGtQisXwbUxz19mJzN5B5S1GbyaHKnZ5tzQaqZHU6HmJgkGz0l7Kytf0LT7IcyHAyRvAA1rW4VG1HUYdBsTiPdQno3cxBIZF0MJurkmqPyhEF6GJyxPLVUH8HZI4jGvc2~4BGYeOjCQFQHrEdlLf3skQvNGFho0fGNnVgfSzv4UAsAXvSgAxrkT2-GXknD08hbeVjix0KkbMLAy4UdOQw~rWCXnt1msGC7b3UJk95yQ0VyOkR8FS81hsuxkGxr4JPS0MaC-8zOj35e2bD06y0gaD-b4v7cP81naHZWNygL3cAuTQP9W7wxq4NgCrUKILKLsAltxlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3102,"name":"Coping Strategies","url":"https://www.academia.edu/Documents/in/Coping_Strategies"},{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":5677,"name":"Adaptation","url":"https://www.academia.edu/Documents/in/Adaptation"},{"id":7968,"name":"Prediction","url":"https://www.academia.edu/Documents/in/Prediction"},{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress"},{"id":14406,"name":"Health","url":"https://www.academia.edu/Documents/in/Health"},{"id":23890,"name":"Comparative Study","url":"https://www.academia.edu/Documents/in/Comparative_Study"},{"id":46271,"name":"Strategy","url":"https://www.academia.edu/Documents/in/Strategy"},{"id":88020,"name":"Coping","url":"https://www.academia.edu/Documents/in/Coping"},{"id":104433,"name":"Predictive Validity","url":"https://www.academia.edu/Documents/in/Predictive_Validity"},{"id":125342,"name":"Attribution","url":"https://www.academia.edu/Documents/in/Attribution"},{"id":193798,"name":"Metaanalysis","url":"https://www.academia.edu/Documents/in/Metaanalysis"},{"id":218206,"name":"Meta Analysis","url":"https://www.academia.edu/Documents/in/Meta_Analysis"},{"id":361709,"name":"Psychosomatic","url":"https://www.academia.edu/Documents/in/Psychosomatic"},{"id":650921,"name":"Unit of Analysis","url":"https://www.academia.edu/Documents/in/Unit_of_Analysis"},{"id":709926,"name":"Attributions","url":"https://www.academia.edu/Documents/in/Attributions"},{"id":864166,"name":"Psychological Adjustment","url":"https://www.academia.edu/Documents/in/Psychological_Adjustment"},{"id":1154248,"name":"Theoretical Model","url":"https://www.academia.edu/Documents/in/Theoretical_Model"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-26074909-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="952514"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/952514/An_Attributional_Analysis_of_Excuse_Giving_Studies_of_a_Naive_Theory_of_Emotion"><img alt="Research paper thumbnail of An Attributional Analysis of Excuse Giving: Studies of a Naive Theory of Emotion" class="work-thumbnail" src="https://attachments.academia-assets.com/31345451/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/952514/An_Attributional_Analysis_of_Excuse_Giving_Studies_of_a_Naive_Theory_of_Emotion">An Attributional Analysis of Excuse Giving: Studies of a Naive Theory of Emotion</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://csulb.academia.edu/JamesAmirkhan">James Amirkhan</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a></span></div><div class="wp-workCard_item"><span>Journal of Personality and Social Psychology</span><span>, Jan 1, 1987</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We conducted four studies that pertained to excuses given for a broken social contract. In an ini...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We conducted four studies that pertained to excuses given for a broken social contract. In an initial field investigation, participants recalled occasions in which they had given true and false reasons for not fulfilling a social obligation. Communicated reasons tended to be external to the person, uncontrollable, and unintentional (e.g., "My car broke down"), whereas withheld reasons tended to be internal, controllable, and either intentional (e.g., "I did not want to go") or unintentional (e.g., "I forgot"). The external uncontrollable excuses were anticipated to lessen the anger of the wronged party. In a subsequent simulation study, excuses based on the categories detected in Experiment 1 were manipulated and related to anger ratings. The same pattern of results was displayed, with intent and negligence provoking the highest anger ratings. The final two studies involved laboratory manipulation of a communicated reason for coming late to an experiment. In Experiment 3, a confederate conveyed either an internal controllable, an external uncontrollable, or no reason for making a subject wait, whereas in Experiment 4, subjects were detained and created their own good, bad, any, or no excuse for being tardy, which was communicated to a second, waiting subject. A consistent pattern of good excuse/external uncontrollable reason and bad excuse/internal controllable reason was displayed; offering no excuse resulted in the same judgments as giving a poor excuse. Relative to the external uncontrollable reasons, internal controllable excuses for being late augmented aversive emotional reactions, increased negative personality ratings, and resulted in a desire for no further social contact. The data were discussed as illustrating the use of a naive theory of emotion to manipulate the feelings of others in social contexts. This emotion approach to excuses was compared with an impression management perspective.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-952514-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-952514-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5397370/table-1-categories-of-explanation-and-percentage-frequencies"><img alt="Categories of Explanation and Percentage Frequencies as a Function of Type of Reason — * N = 116 within each type. » These reasons were actually communicated. " class="figure-slide-image" src="https://figures.academia-assets.com/31345451/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5397379/table-2-within-each-type-these-reasons-were-actually"><img alt="* N = 116 within each type. > These reasons were actually communicated. Percentage Frequency of Attributional Classification as a Function of Type of Reason " class="figure-slide-image" src="https://figures.academia-assets.com/31345451/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5397392/table-3-mean-causal-perceptions-and-anger-ratings-in-six"><img alt="Mean Causal Perceptions and Anger Ratings in Six Categories of Explanation for a Social Transgression Note. Low numbers indicate high anger, internal, controllable, and intentional. " class="figure-slide-image" src="https://figures.academia-assets.com/31345451/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5397399/table-5-mean-judgments-as-function-of-the-experimental"><img alt="Mean Judgments as a Function of the Experimental Condition Note. High numbers indicate positive emotions, positive traits, and ap- proach behavior. Table 5 " class="figure-slide-image" src="https://figures.academia-assets.com/31345451/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5397408/table-5-categories-of-explanations-and-frequencies-as"><img alt="Categories of Explanations and Frequencies as a Function of the Experimental Condition " class="figure-slide-image" src="https://figures.academia-assets.com/31345451/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5397419/table-6-note-high-numbers-indicate-positive-emotions"><img alt="Note. High numbers indicate positive emotions, pdsitive traits, and ap- proach behavior. Mean Judgments as a Function of the Experimental Condition Among Excuse Receivers and Over All Conditions for Excuse Givers Mean Judgments as a Function of the Experimental Condition Among Excuse Receivers and Over All Conditions for Excuse Givers " class="figure-slide-image" src="https://figures.academia-assets.com/31345451/table_006.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-952514-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7b9217d28a159109f1a3cfbefb0f7612" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31345451,"asset_id":952514,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31345451/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="952514"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="952514"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 952514; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=952514]").text(description); $(".js-view-count[data-work-id=952514]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 952514; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='952514']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7b9217d28a159109f1a3cfbefb0f7612" } } $('.js-work-strip[data-work-id=952514]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":952514,"title":"An Attributional Analysis of Excuse Giving: Studies of a Naive Theory of Emotion","translated_title":"","metadata":{"ai_title_tag":"Excuse Giving: A Study on Emotions and Anger","grobid_abstract":"We conducted four studies that pertained to excuses given for a broken social contract. In an initial field investigation, participants recalled occasions in which they had given true and false reasons for not fulfilling a social obligation. Communicated reasons tended to be external to the person, uncontrollable, and unintentional (e.g., \"My car broke down\"), whereas withheld reasons tended to be internal, controllable, and either intentional (e.g., \"I did not want to go\") or unintentional (e.g., \"I forgot\"). The external uncontrollable excuses were anticipated to lessen the anger of the wronged party. In a subsequent simulation study, excuses based on the categories detected in Experiment 1 were manipulated and related to anger ratings. The same pattern of results was displayed, with intent and negligence provoking the highest anger ratings. The final two studies involved laboratory manipulation of a communicated reason for coming late to an experiment. In Experiment 3, a confederate conveyed either an internal controllable, an external uncontrollable, or no reason for making a subject wait, whereas in Experiment 4, subjects were detained and created their own good, bad, any, or no excuse for being tardy, which was communicated to a second, waiting subject. A consistent pattern of good excuse/external uncontrollable reason and bad excuse/internal controllable reason was displayed; offering no excuse resulted in the same judgments as giving a poor excuse. Relative to the external uncontrollable reasons, internal controllable excuses for being late augmented aversive emotional reactions, increased negative personality ratings, and resulted in a desire for no further social contact. The data were discussed as illustrating the use of a naive theory of emotion to manipulate the feelings of others in social contexts. This emotion approach to excuses was compared with an impression management perspective.","publication_date":{"day":1,"month":1,"year":1987,"errors":{}},"publication_name":"Journal of Personality and Social Psychology","grobid_abstract_attachment_id":31345451},"translated_abstract":null,"internal_url":"https://www.academia.edu/952514/An_Attributional_Analysis_of_Excuse_Giving_Studies_of_a_Naive_Theory_of_Emotion","translated_internal_url":"","created_at":"2011-09-26T03:48:24.137-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":84549,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":13308433,"work_id":952514,"tagging_user_id":84549,"tagged_user_id":34438703,"co_author_invite_id":null,"email":"w***r@psych.ucla.edu","affiliation":"University of California, Los Angeles","display_order":0,"name":"Bernard Weiner","title":"An Attributional Analysis of Excuse Giving: Studies of a Naive Theory of Emotion"}],"downloadable_attachments":[{"id":31345451,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31345451/thumbnails/1.jpg","file_name":"Weiner-Excuse_Giving_1987.pdf","download_url":"https://www.academia.edu/attachments/31345451/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Excuse_Givi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31345451/Weiner-Excuse_Giving_%281987%29-libre.pdf?1392285355=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Excuse_Givi.pdf\u0026Expires=1743457397\u0026Signature=BcQNp4rrSOLJWxH-Yk~JNjU~J7NMj7EytOjuMavaQ7ExYwFG6-A7h5aKUCS6lIXC~a9R19U6an5U7JjpNSbGfhElv~yb2n8CzmOv4pyX-TWx5~0R2HIDq1JgsLkMudllZ0lOdzfFDsvWqifch8M-3rYldhy~8ynLh-SEPU5VlyBnblijtpaISx~eXyZDuAooxg4El~uiIubcmPnQjc~9ZZo3PkwjpyIkNDsaK7Exnen7luJA-G1~iIFXXNJJOa7m7RzFedUrYlQQQzoNTZG0UXqRK3XVmgvygnUkoe6UB0f71wkAV1rLJ-rSiPCfIcbuZ7cwDj7gon1Lp9FowCheKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Attributional_Analysis_of_Excuse_Giving_Studies_of_a_Naive_Theory_of_Emotion","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"We conducted four studies that pertained to excuses given for a broken social contract. In an initial field investigation, participants recalled occasions in which they had given true and false reasons for not fulfilling a social obligation. Communicated reasons tended to be external to the person, uncontrollable, and unintentional (e.g., \"My car broke down\"), whereas withheld reasons tended to be internal, controllable, and either intentional (e.g., \"I did not want to go\") or unintentional (e.g., \"I forgot\"). The external uncontrollable excuses were anticipated to lessen the anger of the wronged party. In a subsequent simulation study, excuses based on the categories detected in Experiment 1 were manipulated and related to anger ratings. The same pattern of results was displayed, with intent and negligence provoking the highest anger ratings. The final two studies involved laboratory manipulation of a communicated reason for coming late to an experiment. In Experiment 3, a confederate conveyed either an internal controllable, an external uncontrollable, or no reason for making a subject wait, whereas in Experiment 4, subjects were detained and created their own good, bad, any, or no excuse for being tardy, which was communicated to a second, waiting subject. A consistent pattern of good excuse/external uncontrollable reason and bad excuse/internal controllable reason was displayed; offering no excuse resulted in the same judgments as giving a poor excuse. Relative to the external uncontrollable reasons, internal controllable excuses for being late augmented aversive emotional reactions, increased negative personality ratings, and resulted in a desire for no further social contact. The data were discussed as illustrating the use of a naive theory of emotion to manipulate the feelings of others in social contexts. This emotion approach to excuses was compared with an impression management perspective.","owner":{"id":84549,"first_name":"James","middle_initials":null,"last_name":"Amirkhan","page_name":"JamesAmirkhan","domain_name":"csulb","created_at":"2009-11-17T03:25:33.889-08:00","display_name":"James Amirkhan","url":"https://csulb.academia.edu/JamesAmirkhan"},"attachments":[{"id":31345451,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31345451/thumbnails/1.jpg","file_name":"Weiner-Excuse_Giving_1987.pdf","download_url":"https://www.academia.edu/attachments/31345451/download_file","bulk_download_file_name":"An_Attributional_Analysis_of_Excuse_Givi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31345451/Weiner-Excuse_Giving_%281987%29-libre.pdf?1392285355=\u0026response-content-disposition=attachment%3B+filename%3DAn_Attributional_Analysis_of_Excuse_Givi.pdf\u0026Expires=1743457397\u0026Signature=BcQNp4rrSOLJWxH-Yk~JNjU~J7NMj7EytOjuMavaQ7ExYwFG6-A7h5aKUCS6lIXC~a9R19U6an5U7JjpNSbGfhElv~yb2n8CzmOv4pyX-TWx5~0R2HIDq1JgsLkMudllZ0lOdzfFDsvWqifch8M-3rYldhy~8ynLh-SEPU5VlyBnblijtpaISx~eXyZDuAooxg4El~uiIubcmPnQjc~9ZZo3PkwjpyIkNDsaK7Exnen7luJA-G1~iIFXXNJJOa7m7RzFedUrYlQQQzoNTZG0UXqRK3XVmgvygnUkoe6UB0f71wkAV1rLJ-rSiPCfIcbuZ7cwDj7gon1Lp9FowCheKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2073,"name":"Anger","url":"https://www.academia.edu/Documents/in/Anger"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception"},{"id":21197,"name":"Social contract","url":"https://www.academia.edu/Documents/in/Social_contract"},{"id":31969,"name":"Impression Management","url":"https://www.academia.edu/Documents/in/Impression_Management"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions"},{"id":83478,"name":"Social Context","url":"https://www.academia.edu/Documents/in/Social_Context"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":123722,"name":"Defense Mechanisms","url":"https://www.academia.edu/Documents/in/Defense_Mechanisms"},{"id":141884,"name":"Rationalization","url":"https://www.academia.edu/Documents/in/Rationalization"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology"},{"id":509785,"name":"Simulation Study","url":"https://www.academia.edu/Documents/in/Simulation_Study"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-952514-figures'); } }); </script> </div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/google_contacts-0dfb882d836b94dbcb4a2d123d6933fc9533eda5be911641f20b4eb428429600.js"], function() { // from javascript_helper.rb $('.js-google-connect-button').click(function(e) { e.preventDefault(); GoogleContacts.authorize_and_show_contacts(); Aedu.Dismissibles.recordClickthrough("WowProfileImportContactsPrompt"); }); $('.js-update-biography-button').click(function(e) { e.preventDefault(); Aedu.Dismissibles.recordClickthrough("UpdateUserBiographyPrompt"); $.ajax({ url: $r.api_v0_profiles_update_about_path({ subdomain_param: 'api', about: "", }), type: 'PUT', success: function(response) { location.reload(); } }); }); $('.js-work-creator-button').click(function (e) { e.preventDefault(); window.location = $r.upload_funnel_document_path({ source: encodeURIComponent(""), }); }); $('.js-video-upload-button').click(function (e) { e.preventDefault(); window.location = $r.upload_funnel_video_path({ source: encodeURIComponent(""), }); }); $('.js-do-this-later-button').click(function() { $(this).closest('.js-profile-nag-panel').remove(); Aedu.Dismissibles.recordDismissal("WowProfileImportContactsPrompt"); }); $('.js-update-biography-do-this-later-button').click(function(){ $(this).closest('.js-profile-nag-panel').remove(); Aedu.Dismissibles.recordDismissal("UpdateUserBiographyPrompt"); }); $('.wow-profile-mentions-upsell--close').click(function(){ $('.wow-profile-mentions-upsell--panel').hide(); Aedu.Dismissibles.recordDismissal("WowProfileMentionsUpsell"); }); $('.wow-profile-mentions-upsell--button').click(function(){ Aedu.Dismissibles.recordClickthrough("WowProfileMentionsUpsell"); }); new WowProfile.SocialRedesignUserWorks({ initialWorksOffset: 20, allWorksOffset: 20, maxSections: 4 }) }); </script> </div></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile_edit-5ea339ee107c863779f560dd7275595239fed73f1a13d279d2b599a28c0ecd33.js","https://a.academia-assets.com/assets/add_coauthor-22174b608f9cb871d03443cafa7feac496fb50d7df2d66a53f5ee3c04ba67f53.js","https://a.academia-assets.com/assets/tab-dcac0130902f0cc2d8cb403714dd47454f11fc6fb0e99ae6a0827b06613abc20.js","https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js"], function() { // from javascript_helper.rb window.ae = window.ae || {}; window.ae.WowProfile = window.ae.WowProfile || {}; if(Aedu.User.current && Aedu.User.current.id === $viewedUser.id) { window.ae.WowProfile.current_user_edit = {}; new WowProfileEdit.EditUploadView({ el: '.js-edit-upload-button-wrapper', model: window.$current_user, }); new AddCoauthor.AddCoauthorsController(); } var userInfoView = new WowProfile.SocialRedesignUserInfo({ recaptcha_key: "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB" }); WowProfile.router = new WowProfile.Router({ userInfoView: userInfoView }); Backbone.history.start({ pushState: true, root: "/" + $viewedUser.page_name }); new WowProfile.UserWorksNav() }); </script> </div> <div class="bootstrap login"><div class="modal fade login-modal" id="login-modal"><div class="login-modal-dialog modal-dialog"><div class="modal-content"><div class="modal-header"><button class="close close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button><h4 class="modal-title text-center"><strong>Log In</strong></h4></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><button class="btn btn-fb btn-lg btn-block btn-v-center-content" id="login-facebook-oauth-button"><svg style="float: left; width: 19px; line-height: 1em; margin-right: .3em;" aria-hidden="true" focusable="false" data-prefix="fab" data-icon="facebook-square" class="svg-inline--fa fa-facebook-square fa-w-14" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 448 512"><path fill="currentColor" d="M400 32H48A48 48 0 0 0 0 80v352a48 48 0 0 0 48 48h137.25V327.69h-63V256h63v-54.64c0-62.15 37-96.48 93.67-96.48 27.14 0 55.52 4.84 55.52 4.84v61h-31.27c-30.81 0-40.42 19.12-40.42 38.73V256h68.78l-11 71.69h-57.78V480H400a48 48 0 0 0 48-48V80a48 48 0 0 0-48-48z"></path></svg><small><strong>Log in</strong> with <strong>Facebook</strong></small></button><br /><button class="btn btn-google btn-lg btn-block btn-v-center-content" id="login-google-oauth-button"><svg style="float: left; width: 22px; line-height: 1em; margin-right: .3em;" aria-hidden="true" focusable="false" data-prefix="fab" data-icon="google-plus" class="svg-inline--fa fa-google-plus fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M256,8C119.1,8,8,119.1,8,256S119.1,504,256,504,504,392.9,504,256,392.9,8,256,8ZM185.3,380a124,124,0,0,1,0-248c31.3,0,60.1,11,83,32.3l-33.6,32.6c-13.2-12.9-31.3-19.1-49.4-19.1-42.9,0-77.2,35.5-77.2,78.1S142.3,334,185.3,334c32.6,0,64.9-19.1,70.1-53.3H185.3V238.1H302.2a109.2,109.2,0,0,1,1.9,20.7c0,70.8-47.5,121.2-118.8,121.2ZM415.5,273.8v35.5H380V273.8H344.5V238.3H380V202.8h35.5v35.5h35.2v35.5Z"></path></svg><small><strong>Log in</strong> with <strong>Google</strong></small></button><br /><style type="text/css">.sign-in-with-apple-button { width: 100%; height: 52px; border-radius: 3px; border: 1px solid black; cursor: pointer; } .sign-in-with-apple-button > div { margin: 0 auto; / This centers the Apple-rendered button horizontally }</style><script src="https://appleid.cdn-apple.com/appleauth/static/jsapi/appleid/1/en_US/appleid.auth.js" type="text/javascript"></script><div class="sign-in-with-apple-button" data-border="false" data-color="white" id="appleid-signin"><span   ="Sign Up with Apple" class="u-fs11"></span></div><script>AppleID.auth.init({ clientId: 'edu.academia.applesignon', scope: 'name email', redirectURI: 'https://www.academia.edu/sessions', state: "b261218b097fb38a04b3e5ad6f03cebf17037dbe591d1acac3b1ee330b4dd7a7", });</script><script>// Hacky way of checking if on fast loswp if (window.loswp == null) { (function() { const Google = window?.Aedu?.Auth?.OauthButton?.Login?.Google; const Facebook = window?.Aedu?.Auth?.OauthButton?.Login?.Facebook; if (Google) { new Google({ el: '#login-google-oauth-button', rememberMeCheckboxId: 'remember_me', track: null }); } if (Facebook) { new Facebook({ el: '#login-facebook-oauth-button', rememberMeCheckboxId: 'remember_me', track: null }); } })(); }</script></div></div></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><div class="hr-heading login-hr-heading"><span class="hr-heading-text">or</span></div></div></div></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><form class="js-login-form" action="https://www.academia.edu/sessions" accept-charset="UTF-8" method="post"><input type="hidden" name="authenticity_token" value="uHb3OaORtK8shWQhdeAckaCQjZn1ub36eNgbFgrL5Lqi0hnBrncgAoTyEgpFVRz6f7INsmOW3toEicq8_ul4JQ" autocomplete="off" /><div class="form-group"><label class="control-label" for="login-modal-email-input" style="font-size: 14px;">Email</label><input class="form-control" id="login-modal-email-input" name="login" type="email" /></div><div class="form-group"><label class="control-label" for="login-modal-password-input" style="font-size: 14px;">Password</label><input class="form-control" id="login-modal-password-input" name="password" type="password" /></div><input type="hidden" name="post_login_redirect_url" id="post_login_redirect_url" value="https://ucla.academia.edu/BernardWeiner" autocomplete="off" /><div class="checkbox"><label><input type="checkbox" name="remember_me" id="remember_me" value="1" checked="checked" /><small style="font-size: 12px; margin-top: 2px; display: inline-block;">Remember me on this computer</small></label></div><br><input type="submit" name="commit" value="Log In" class="btn btn-primary btn-block btn-lg js-login-submit" data-disable-with="Log In" /></br></form><script>typeof window?.Aedu?.recaptchaManagedForm === 'function' && window.Aedu.recaptchaManagedForm( document.querySelector('.js-login-form'), document.querySelector('.js-login-submit') );</script><small style="font-size: 12px;"><br />or <a data-target="#login-modal-reset-password-container" data-toggle="collapse" href="javascript:void(0)">reset password</a></small><div class="collapse" id="login-modal-reset-password-container"><br /><div class="well margin-0x"><form class="js-password-reset-form" action="https://www.academia.edu/reset_password" accept-charset="UTF-8" method="post"><input type="hidden" name="authenticity_token" value="alyjgaoYcsWU7BYdsIWuMwxgA0ACPCQPCARC1nGJ8iNw-E15p_7maDybYDaAMK5Y00KDa5QTRy90VZN8hatuvA" autocomplete="off" /><p>Enter the email address you signed up with and we'll email you a reset link.</p><div class="form-group"><input class="form-control" name="email" type="email" /></div><script src="https://recaptcha.net/recaptcha/api.js" async defer></script> <script> var invisibleRecaptchaSubmit = function () { var closestForm = function (ele) { var curEle = ele.parentNode; while (curEle.nodeName !== 'FORM' && curEle.nodeName !== 'BODY'){ curEle = curEle.parentNode; } return curEle.nodeName === 'FORM' ? curEle : null }; var eles = document.getElementsByClassName('g-recaptcha'); if (eles.length > 0) { var form = closestForm(eles[0]); if (form) { form.submit(); } } }; </script> <input type="submit" data-sitekey="6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj" data-callback="invisibleRecaptchaSubmit" class="g-recaptcha btn btn-primary btn-block" value="Email me a link" value=""/> </form></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/collapse-45805421cf446ca5adf7aaa1935b08a3a8d1d9a6cc5d91a62a2a3a00b20b3e6a.js"], function() { // from javascript_helper.rb $("#login-modal-reset-password-container").on("shown.bs.collapse", function() { $(this).find("input[type=email]").focus(); }); }); </script> </div></div></div><div class="modal-footer"><div class="text-center"><small style="font-size: 12px;">Need an account? <a rel="nofollow" href="https://www.academia.edu/signup">Click here to sign up</a></small></div></div></div></div></div></div><script>// If we are on subdomain or non-bootstrapped page, redirect to login page instead of showing modal (function(){ if (typeof $ === 'undefined') return; var host = window.location.hostname; if ((host === $domain || host === "www."+$domain) && (typeof $().modal === 'function')) { $("#nav_log_in").click(function(e) { // Don't follow the link and open the modal e.preventDefault(); $("#login-modal").on('shown.bs.modal', function() { $(this).find("#login-modal-email-input").focus() }).modal('show'); }); } })()</script> <div class="bootstrap" id="footer"><div class="footer-content clearfix text-center padding-top-7x" style="width:100%;"><ul class="footer-links-secondary footer-links-wide list-inline margin-bottom-1x"><li><a href="https://www.academia.edu/about">About</a></li><li><a href="https://www.academia.edu/press">Press</a></li><li><a href="https://www.academia.edu/documents">Papers</a></li><li><a href="https://www.academia.edu/topics">Topics</a></li><li><a href="https://www.academia.edu/journals">Academia.edu Journals</a></li><li><a rel="nofollow" href="https://www.academia.edu/hiring"><svg style="width: 13px; height: 13px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="briefcase" class="svg-inline--fa fa-briefcase fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M320 336c0 8.84-7.16 16-16 16h-96c-8.84 0-16-7.16-16-16v-48H0v144c0 25.6 22.4 48 48 48h416c25.6 0 48-22.4 48-48V288H320v48zm144-208h-80V80c0-25.6-22.4-48-48-48H176c-25.6 0-48 22.4-48 48v48H48c-25.6 0-48 22.4-48 48v80h512v-80c0-25.6-22.4-48-48-48zm-144 0H192V96h128v32z"></path></svg> <strong>We're Hiring!</strong></a></li><li><a rel="nofollow" href="https://support.academia.edu/hc/en-us"><svg style="width: 12px; height: 12px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="question-circle" class="svg-inline--fa fa-question-circle fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M504 256c0 136.997-111.043 248-248 248S8 392.997 8 256C8 119.083 119.043 8 256 8s248 111.083 248 248zM262.655 90c-54.497 0-89.255 22.957-116.549 63.758-3.536 5.286-2.353 12.415 2.715 16.258l34.699 26.31c5.205 3.947 12.621 3.008 16.665-2.122 17.864-22.658 30.113-35.797 57.303-35.797 20.429 0 45.698 13.148 45.698 32.958 0 14.976-12.363 22.667-32.534 33.976C247.128 238.528 216 254.941 216 296v4c0 6.627 5.373 12 12 12h56c6.627 0 12-5.373 12-12v-1.333c0-28.462 83.186-29.647 83.186-106.667 0-58.002-60.165-102-116.531-102zM256 338c-25.365 0-46 20.635-46 46 0 25.364 20.635 46 46 46s46-20.636 46-46c0-25.365-20.635-46-46-46z"></path></svg> <strong>Help Center</strong></a></li></ul><ul class="footer-links-tertiary list-inline margin-bottom-1x"><li class="small">Find new research papers in:</li><li class="small"><a href="https://www.academia.edu/Documents/in/Physics">Physics</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Chemistry">Chemistry</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Biology">Biology</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Health_Sciences">Health Sciences</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Ecology">Ecology</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Earth_Sciences">Earth Sciences</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a></li></ul></div></div><div class="DesignSystem" id="credit" style="width:100%;"><ul class="u-pl0x footer-links-legal list-inline"><li><a rel="nofollow" href="https://www.academia.edu/terms">Terms</a></li><li><a rel="nofollow" href="https://www.academia.edu/privacy">Privacy</a></li><li><a rel="nofollow" href="https://www.academia.edu/copyright">Copyright</a></li><li>Academia ©2025</li></ul></div><script> //<![CDATA[ window.detect_gmtoffset = true; window.Academia && window.Academia.set_gmtoffset && Academia.set_gmtoffset('/gmtoffset'); //]]> </script> <div id='overlay_background'></div> <div id='bootstrap-modal-container' class='bootstrap'></div> <div id='ds-modal-container' class='bootstrap DesignSystem'></div> <div id='full-screen-modal'></div> </div> </body> </html>