Help Giving in Achievement Contexts: A Developmental and Cultural Analysis of the Effects of Children's Attributions and Affects on Their Willingness to Help.

Bennett, Tom R.; Flores, Margaret S.

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Peer reviewed

ERIC Number: EJ587336

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

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Help Giving in Achievement Contexts: A Developmental and Cultural Analysis of the Effects of Children's Attributions and Affects on Their Willingness to Help.

Bennett, Tom R.; Flores, Margaret S.

Journal of Educational Psychology, v90 n4 p659-69 Dec 1998

This developmental and cultural study investigates the impact children's attributions and affects have on their willingness to help in achievement contexts. Findings support Weiner's (1980) attribution-emotion-action model, although interesting developmental and cultural differences were revealed. Classroom implications and directions for future research are discussed. (Author/GCP)

Descriptors: Academic Achievement, Affective Behavior, Attribution Theory, Chinese Americans, Cooperative Learning, Cultural Influences, Educational Psychology, Elementary Education, Group Behavior, Helping Relationship, Motivation, Peer Relationship, Research Needs

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: California (Los Angeles)

Grant or Contract Numbers: N/A

Author Affiliations: N/A