An attributional theory of achievement motivation and emotion

In the citing paper

“Thus, following outcome appraisal, learners attribute their success or failure based on three dimensions: locus of causality (internal vs. external), stability (stable vs. unstable), and controllability (controllable vs. uncontrollable), which are associated with a specific emotion (Weiner, 1985).”

In the citing paper

“Self-esteem (pride) is linked with an internal locus of causality, such as ability, which is stable but uncontrollable.”

In the citing paper

“Outcome appraisal is characterized by a sequence of linking the perceived success or failure with a positive or negative emotion.”

In the citing paper

“Both self-esteem and guilt are intrinsically directed emotions, which may affect learners' motivation through causal attribution and activate adaptive behaviors (Weiner, 1985) for regulation of attention.”

In the citing paper

“Among the implicit strategies, outcome appraisal (Weiner, 1985) is the major implicit activity in this genre.”

In the citing paper

“Guilt is derived from a controllable cause, such as efforts, which are directed inward but are unstable.”

In the citing paper

“Causal attribution, which follows the outcome appraisal, may have implication for university students' regulation of their attention.”

In the citing paper

“By linking the perceived success or failure of attention with a positive or negative emotion, learners are engaged in causal attribution of their attention outcome based on Weiner (1985).”

In the citing paper

“sustaining motivation,4”

In the citing paper

“The result is cynicism towards change since employees do not believe themselves able to affect change outcomes.”

In the citing paper

“According to the self-serving bias, the human operator would likely distort the trust adjustment process to maintain self-esteem, by appreciating the correct recommendation less than they should have done in Pattern 3.”

In the citing paper

“O trabalho de elaboração, revisão e refinamento do instrumento foi baseado na literatura da área (Piccinini, 1989;Ryan & Deci, 2000;Weiner, 1985) e também nos resultados obtidos por meio de um estudo piloto.”

In the citing paper

“Gender differences in response styles may become evident during adolescence and girls are more likely to use ruminative coping and response styles [37], that include repetitive or frequent negative thinking, and internal versus external attribution of negative experiences [38], which can increase the risk of depressive symptoms.”

In the citing paper

“Moral emotions are cognitively multi-faceted (Eisenberg, 2000) and entail complex causal attributions (Weiner, 1985), such as who caused an outcome.”