There is great public concern about illegitimate births among adolescents. The consequences of this early illegitimate childbirth have been treated in a simplistic manner to date. Several causes of the problems are: (1) young adolescents fail to prevent pregnancy when they feel there is little future or reward for them in society; (2) teenagers…

The Internal-External (I-E) Locus of Control scale (Rotter, 1966) was administered to 185 male and 185 female university students. The resulting scores were factored, producing two factors for males and four for females. The male factors were the generally-accepted "luck" and "powerful others"; for women, however, the "powerful others" dimension…

This paper presents three studies dealing with the use of attribution theory in the study of sex differences in achievement. These sex differences are measured in terms of task difficulty, ability, effort, and luck according to the model developed by Weiner, et al (1971). The studies attempt to expand the Weiner model to demonstrate that males and…

An analysis of perceived altruism was conducted within the framework of Kelley's (1973) attributional model. In a 2 by 2 factorial design, the consistency and distinctiveness of a donor's prosocial history were manipulated. Subjects were provided with written scenarios depicting the work of a voluntary welfare organization aiding the elderly.…

This study focused upon whether there was a difference in the perception by peers of the target child in a classroom discipline situation after approval-focused desists (e.g., "June, I don't like children who talk without permission.") and task-focused desists (e.g., "Jane, You will not finish your reading if you continue to talk."). Thirty-two…

Individual differences in self-attributions in a forced-compliance task and following manipulations of facial expressions were found to relate, suggesting that the self-attribution processes are similar and that variations among individuals in these processes are general across contents and inputs. (Author)

The author contends that research in the social sciences has witnessed a depersonalization of blame for individual misbehavior, and examines the process by which the blame for school discipline problems has been transferred from individual students to external factors. Recommendations are made for future research approaches. (Author/JAC)

College students predicted the situations which would produce the greatest affective result: academic success or failure, as caused by ability or by effort. Attributions to ability generated as much happiness, but less pride, in the case of success; and more unhappiness, but less shame, in the case of failure. (Author/GDC)

Weiner examines Sohn's previous article on attribution and affective reactions. Both researchers' data suggest that emotions in addition to pride and shame are experienced in achievement settings, and that these affects are not necessarily augmented by effort ascriptions. (Author/GDC)

In a study of the relationship between reading disability and poor social adjustment in intelligent children, significant correlation was found between reading retardation and hostility. Also, misperception by teachers of intelligent children with reading problems was noted. (Author/AV)

Assessed differences in self-perceptions, peer perceptions, and attributions of relative responsibility for aggressive and nonagressive boys. Used semantic differential ratings following brief competitive dyadic discussion, and observer ratings. Perceptual and attributional biases operated in social interactions. Unlike nonaggressive boys,…

Argues that the effect of media violence on individual differences in aggression is primarily the result of a cumulative learning process during childhood. Presents a developmental theory holding that a child's repeated viewing of media violence, in combination with other factors, can culminate in aggressive behavior patterns (including…

Comparison of high- and low-expectancy students' perceptions of and causal attributions for teaching behaviors identified major differences between observed and perceived teacher praise and corrective feedback for high- and low-expectancy students. Two hundred seventy second- and third-grade students and eleven classroom teachers participated.…

Examined depressive symptoms and achievement attributions in 51 attention deficit-disordered (ADD) and 51 normal school children. Found that ADD children acknowledged having more depressive symptoms and displayed more external attributions both for positive and for negative achievement than did normal children. (Author)

The Survey of Achievement Responsibility was used to compare causal attribution patterns of 376 learning disabled (LD) boys and 177 LD girls (grades 4-11). Girls had higher effort and luck attributions in academic success situations than did boys and higher ability attributions for academic failure situations. (Author/JW)