A cognitive (attribution)-emotion-action model of motivated behavior: An analysis of judgments of help-giving.

Abstract

Six experiments examined the relations of causal attributions and affect to judgments of help-giving. The first experiment considered the influence of three dimensions of causality (locus, stability, and control) on judgments concerning the lending of class notes. Ratings of help were lowest when the cause of the need was internal to the actor and was controllable (e.g., lack of effort). It was suggested that ascriptions to internal controllable factors maximize negative affect (disgust and anger) and promote avoidance behavior. On the other hand, attributions to uncontrollabl e factors (e.g., ability or teacher shortcomings) were anticipated to generate positive affect (sympathy) and give rise to approach behavior (help). The next five experiments examined these hypotheses and an attributional model of helping, using a simulational, judgment paradigm with both correlational and experimental designs. These investigations utilized scenarios describing a drunk or a disabled individual in need of aid (from Piliavin, Rodin, & Piliavin), The data suggested a temporal sequence of attributionaffect-action in which attributions guide our feelings, but emotional reactions provide the motor and direction for behavior. Comparisons and contrasts were made between this approach to helping and other conceptions.

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