The effects of actor identity on achievement attributions for success and failure were investigated. Subjects filled out a locus of control scale either for themselves, a neutral other, a liked other, or a disliked other. Within each actor identity variation, the scale items were either (1) unchanged from the original version or specified as (2)…

Studies indicate that individual differences in strategy use among mentally retarded and learning disabled students can be explained by a metacognition model which integrates three components--Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful…

Reviews experimental studies and field investigations of the influence of violence in the mass media on aggressive behavior. Relates this research to recent developments in cognitive psychology. Suggests that the cognitive-neoassociationist hypothesis provides the best explanation for the overall findings and may subsume other hypotheses…

This paper applies a theory of growth in academic achievement to the study of the effects of ability grouping on reading achievement. The theory sees students' ability and effort determining how they utilize opportunities for learning provided by instruction. (Author/JAZ)

Fifth and sixth graders performed at a high or low level on a novel achievement task within a competitive or individual goal structure. The type and frequency of children's thoughts were assessed. Children made more ability attributions in the competitive condition and more effort attributions in the individual condition. (Author/BS)

This study examines the relationship between adolescents' time perspective and attributions for achievement. Measures of time perspective (continuity, optimism, pessimism, and utilization) and attributions (ability, effort, context, and luck) independently assessed for success and failure were administered to 10th graders. Implications for…

This article advances an attributional theory of motivation and emotion, with achievement strivings as the theoretical focus. Causes of success and failure share three common properties: locus, stability, and controllability. Stability of causes influences changes in expectancy of success. Expectancy and affect guide motivated behavior.…

Two experiments were performed to examine the process of attributional thinking in Black and White children who differed in social class. Blacks did not display a less adaptive attributional pattern than did whites following actual performance on exams, and no differences existed in children's understanding of the meaning of causes. (Author/LMO)

Determined importance of transition between a student's initial collegiate science experience and the decision to continue in science, and whether reasons students give to explain their success or failure in their first course are related to that decision. Results demonstrate a sense of competence for students who continue in science. (Author/JM)

Reviews the findings of Lehman's study of age and outstanding occupational achievement along with the explanations of why major contributions most likely occur in young adulthood. Proposes an alternative explanation based on the central developmental tasks facing individuals in young adulthood and middle age. (JAC)

Reviewed information regarding 215 students referred to school psychologists. Results showed 74 percent were males and one-half were referred while in third through sixth grades. Referral reasons presented by classroom teachers corresponded to the four major characteristics of behavior disorders: conduct disorders, personality disorders,…

Knowing how to interest and motivate pupils is a skill, which separates the "great" teachers from the mediocre. This book will inform and inspire staff and give them confidence in dealing with pupils who are not naturally "teacher pleasers." The book explains: (1) how personality affects learning styles; (2) suggests assessment tools and…

This study investigated gender differences in causal attributions and emotions to success and failure. A literature review on gender differences in causal attributions revealed inconsistencies. For the present study, college students (N=247) filled out questionnaires and were also asked to imagine varying degrees of success in college courses. The…

Social, cultural, and personal factors in moderating achievement attributions and evaluation anxiety as they affect math performance were studied for 397 Anglo, Black, and Hispanic students. Motivation contributed to low academic achievement in all groups; causal attributions were more predictive for Blacks and Anglos, while anxiety scores were…

A study of the effects of television drama on learning of prosocial and antisocial behavior analyzes programs in terms of sex of the actor, apparent motivation for the actor's behavior, and portrayed importance of the action. Results show that the effects on viewers differ according to their sex. (EAO)