The Relationship between Procrastination and Anxiety: The Mediating Effect of Attributional Style

2019 ◽  
Vol 08 (02) ◽  
pp. 209-217
Author(s):  
小冰 梁
Keyword(s):  
Attributional Style ◽  
Mediating Effect ◽  
The Relationship

scholarly journals Social connectedness and job satisfaction in Mexican teleworkers during the pandemic: the mediating role of affective well-being

2021 ◽  
pp. 37-48
Author(s):  
Cernas-Ortiz Cernas-Ortiz ◽  
Lau Wai-Kwan
Keyword(s):  
Job Satisfaction ◽  
Attributional Style ◽  
Social Connectedness ◽  
Well Being ◽  
Mediating Effect ◽  
Cross Sectional ◽  
Mediating Role ◽  
Probabilistic Sample ◽  
The Relationship

The purpose of this study was to examine the relationship between social connectedness outside of work and job satisfaction in Mexican teleworkers during the COVID-19 pandemic. The research method was correlational, non-experimental, and cross-sectional. Employing an online, self-administered survey, the data were collected in a non-probabilistic sample of 214 individuals. The results suggest that the relationship between social connectedness outside of work and job satisfaction is positive and mediated by positive affective well-being. The mediating effect of positive affective well-being is not moderated by optimistic attributional style. Social connectedness outside of work is important to keep job satisfaction high. Therefore, organizations should facilitate a frequent interaction of their teleworkers with others outside the work domain.

scholarly journals Influence of Childhood Trauma on Former Prisoners’ Attributional Style and Recidivism in Three Years

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Hayoung Jung ◽  
DongHun Lee
Keyword(s):  
Childhood Trauma ◽  
Attributional Style ◽  
Criminal Behavior ◽  
Support Service ◽  
Mediating Effect ◽  
Traumatic Experiences ◽  
Internal Attribution ◽  
Former Prisoners ◽  
External Attribution ◽  
The Relationship

This study aimed to verify the mediating effects of attribution style, both external and internal, in the relationship between childhood trauma and former prisoners’ recidivism. In 2017, recidivism data on 235 former prisoners who had received Korea Rehabilitation Agency (KRA)’s housing support service in 2014, and had responded to the childhood traumatic questionnaire and surveys on external and internal attributions, were retrieved from the KRA. The analysis revealed that greater childhood trauma was correlated both with higher external and lower internal attribution. Although the relationship between high childhood trauma and recidivism was significant, no significant relationship appeared between internal/external attribution and recidivism. Further, the analysis did not confirm the mediating effect of attribution on the relationship between childhood trauma and recidivism. This indicates that traumatic experiences during childhood increase former prisoners’ external attribution, lower internal attribution, and lead to a higher probability of recidivism. These results demonstrate that interventions on childhood trauma may be effective in lowering recidivism because childhood trauma plays a key role in the former prisoners’ reoffending and attributions that may influence the interpretation of their criminal behavior.

Contributing Factors, Attribution, and Coping in Academic Boredom: An Exploratory Case Study of Graduate Students in Education

2021 ◽  
pp. 104515952098730
Author(s):  
Jianling Xie ◽  
Jianzhong Xu ◽  
Tianlan Wei ◽  
Katarzyna Gallo ◽  
Mary Everett Giles ◽  
...  
Keyword(s):  
Graduate Students ◽  
Coping Strategies ◽  
Attributional Style ◽  
Mediating Effect ◽  
Contributing Factors ◽  
Theoretical Frameworks ◽  
Education Experience ◽  
And Coping ◽  
The Relationship

This exploratory qualitative case study investigates how graduate students in education experience, attribute, and combat academic boredom. Three areas of concern are addressed: (a) the contributing factors to boredom, (b) how attributional style (internal vs. external) relates to coping with boredom, and (c) the differences between combating class-related boredom and learning-related boredom. Results showed that the onset of boredom was mostly influenced by a lack of interest, lack of utility value, and autonomy frustration. This study extended the existing literature by discovering an interaction between students’ attributional style and their coping strategies for boredom during classroom instruction. Specifically, students who argued that the instructor should hold more responsibility for boredom in class tended to take avoidance coping as their primary strategy (e.g., doodling). By comparison, students who opted to approach the problem positively (e.g., taking notes) are prone to attribute internally. Attribution does not appear to have a mediating effect on the relationship between experience of boredom and coping strategies for learning-related boredom. Implications for graduate and adult education and findings in the context of recent theoretical frameworks are discussed.

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