Investigated possible reflections of teachers' locus of control in their professional attributions in educational situations. Findings based on a random sample of 190 elementary school teachers point to significant differences between high and low scores on the I.E. Scale (Rotter, 1966) in attribution of responsibility in several educational…

Reviews research and theoretical findings involving environmental and individual factors causing burnout among helping professionals. Explores the implications of these findings for training helping professionals to avoid or minimize the effects of burnout. Provides suggestions. (Author/RC)

Examines the effects of a self-help program, Parents United, on families in which incest has occurred. Studied male incest offenders (N=56). Results indicated the program was successful in increasing participants' feelings of responsibility, and decreasing recidivism, but less successful in keeping the families together. (Author/JAC)

Learning disabled and slowly developing readers were assigned to reading instruction programs on context cue use differing only in extent of pupil control over determination of errors. Results indicated no main effect for experimental condition. Interaction was found, however, between pretreatment locus of attribution and experimental condition.…

After reviewing various studies of different national attitudes toward concepts of war and peace, the author describes a Finnish research project which used fantasy essays written by fifth-, seventh-, and ninth-grade pupils to identify the pupils' war images and to relate their war and peace attitudes to their behavior. (MF)

Performance and persistence on the Concealed Figures Test and the Embedded Figures Test decreased: (1) after short-duration failure when subjects were falsely led to attribute failure to task difficulty; and (2) after long-duration failure when subjects were falsely led to attribute failure to lack of ability. (CP)

High, neutral, and low statements of success expectancy were paired with positive and negative success feedback statements in a reading comprehension experiment. Incongruent combinations such as high success expectancy--negative feedback produced higher comprehension than congruent combinations. Results were interpreted by arousal and attribution…

College students attributed their own performance and the performance of the average student to ability, test difficulty, preparation, and luck. Successful students perceived internal factors and unsuccessful students perceived external factors as more important causes of their own performance. Students' anxiety and their ratings of the course and…

Tested effects on psychological development of mathematics tutoring program involving 15 high school girl tutors paired with elementary school girls. Found tutors improved both on conceptual maturity and value judgment. Found elementary girls improved on mathematics achievement test and measures of success attribution with control group showing…

The following five reasons for failure to use learning strategies are discussed: poor cognitive monitoring, primitive routines that yield a product, a meager knowledge base, attributions and classroom goals that do not support strategy use, and minimal transfer. A theory of settings must be considered to address these issues. (TJH)

Examines teachers' choices of most and least successful students in terms of mathematics test scores. Teachers were most inaccurate when selecting most successful boys. Teachers tended to relate success to ability with boys and to effort with girls. (Author/YP)

Explores the relationships between gender, sex typing, and attributional patterns in exam performance in a college classroom. Uses an attributional pretest and posttest and the Bem Sex Role Inventory with a sample of 85 male and 52 female students. Finds that gender and sex typing both affect attributions, but in different ways. (FMW)

Grade-level and achievement-level differences were studied in control-related beliefs and relations between students' beliefs and their reading and writing achievement for 364 students in grades 4, 7, and 10. Results suggest that beliefs characteristic of particular achievement levels are not simply reflections of age or grade level. (SLD)

Tested three alternative hypotheses regarding intergroup attribution patterns derived from the ethnocentric, the asymmetrical, and the stereotype-based models of intergroup attribution. Results from 582 junior high students in Israel show that members of majority and minority groups made internal attributions for stereotype-consistent positive…

Studied attributional biases in close relationships. Found that partner attributions prevail at the abstract level of adjectives, whereas self-attributions resided at the concrete level of action verbs. Findings underscore language's importance in attributional biases and reveal how people talk in less abstract terms about the self than about…