scholarly journals Understanding driver anger and aggression: Attributional theory in the driving environment.

2011 ◽  
Vol 17 (4) ◽  
pp. 354-370 ◽  
Author(s):  
Christine M. Wickens ◽  
David L. Wiesenthal ◽  
David B. Flora ◽  
Gordon L. Flett
Keyword(s):  
Attributional Theory

Attributional Theory in investigating public music performance in higher music education

2016 ◽  
Vol 35 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Ana Francisca Schneider Grings ◽  
Liane Hentschke
Keyword(s):  
Music Education ◽  
Music Performance ◽  
Theoretical Framework ◽  
Music Students ◽  
Musical Experience ◽  
Southern Brazil ◽  
Probabilistic Survey ◽  
Attributional Theory ◽  
Self Administered Questionnaire ◽  
Musical Activities

The purpose of this research was to investigate the causes attributed by undergraduate music students to situations of failure and success in public music performance. Attributional Theory has been used in this research as the theoretical framework to understand how situations of success and failure are interpreted by the person of the activity. The analysis was conducted from an Intrapersonal perspective of motivation, i.e., how the attributions made by the students doing an undergraduate course in music revealed their notions and beliefs. The methodology used included a non-probabilistic survey and the data were collected through a self-administered questionnaire involving 130 undergraduate music students of southern Brazil. The results show that in situations considered to be successful, the most frequent attributed causes are effort (77.7%), persistence (65.4%), and interest in the performance (63.1%), whereas in situations considered to be failures the most important aspects are emotional (60.8%), difficulty of the task (36.2%), and lack of effort (30.8%). This research shows that students who have more musical experience regard their performances as good or excellent, whereas those that have little experience do not view themselves in this way. The data reveal that the greater the importance that is attached to an activity, the more time is spent on preparing for it; in the same way students tend to be more engaged with musical activities and devote more time to them when they are aware of their skills and value them. Music students feel responsible for their results, which shows that they are engaged in their learning and seek to satisfy an inner need to achieve success.

Foundations of an attributional theory of performance.

1972 ◽  
Vol 79 (6) ◽  
pp. 454-470 ◽  
Author(s):  
Andy Kukla
Keyword(s):  
Attributional Theory

Attribution and Helping Behavior: Testing the Attribution-Affect-Help Judgment Model in a Saudi Sample

2005 ◽  
Vol 97 (2) ◽  
pp. 538-544
Author(s):  
Abdallah M. Badahdah
Keyword(s):  
Social Motivation ◽  
Helping Behavior ◽  
Review Of The Literature ◽  
Attributional Theory

A review of the literature on Weiner's attributional theory indicates that the theory has not been tested in Arabic cultures. The present study examined the reactions of Saudi men toward a friend with AIDS, using Weiner's attributional theory of social motivation. A sample of 298 Saudi men read two different vignettes about a friend with AIDS, in which the cause of AIDS was manipulated. Then the assignment of responsibility, reactions of anger and pity, and participants' willingness to provide help were measured.

Sport and Exercise Psychology and Research with Individuals with Physical Disabilities: Using Theory to Advance Knowledge

1993 ◽  
Vol 10 (4) ◽  
pp. 324-335 ◽  
Author(s):  
Peter R.E. Crocker
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Physical Disabilities ◽  
Exercise Psychology ◽  
Relevant Research ◽  
Attributional Theory ◽  
Sport And Exercise ◽  
Generality Of Theories ◽  
Advance Knowledge

This paper discusses the benefits of using theory-driven research in sport and exercise psychology using individuals with physical disabilities. The cognitively oriented theories of transactional stress and emotion (Lazarus & Folkman, 1984), attributional theory (Weiner, 1985), and theory of planned behavior (Ajzen, 1985) are outlined. Relevant research with individuals with physical disabilities is examined. The paper addresses how integrating these three theories with research with this population can stimulate research ideas, improve the generality of theories used in sport and exercise psychology, and provide meaningful knowledge about their experiences.

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