Attributional Analysis of Achievement-Related Behavior

Abstract

In recent years, one of the most active areas of social psychological research has been the investigation of how individuals in everyday life figure out what causes behavior. Attribution theory is a term given to various theories concerned with the problem of investigating causal perception (e.g., Jones, Kanouse, Kelley, Nisbett, Valins, & Weiner, 1972). An is the inference that an observer makes about the causes of behavior-either his own or another person's. One application of attribution theory that has a direct relevance to education was undertaken by Weiner (Weiner, Frieze, Kukla, Reed, Rest, & Rosenbaum, 1971). Weiner et al. attempted to analyze individuals' achievement-related behavior as determined by individuals' causal perception of successes and failures. Although Weiner (1972a) introduced the basic principles of his model to educational researchers, the accumulation of new research has refined the model and presented new possibilities for its application to education. In particular, the model could be used to explain students' performance on learning tasks. This paper systematically reviews the attributional model of achievement-related behavior and suggests possible educational implications. The paper will review recent research on individual differences when causal attributions are made about successes and failures. First, the attributional model of achievement behavior will be presented. Second, evidence that shows individual differences in making attributions will be surveyed. Third, studies that illustrate differential performance on achievement-related tasks by individuals who differ in their attributions will be reviewed. Finally, educational implications will be discussed.