{"id":235,"date":"2016-03-25T22:36:38","date_gmt":"2016-03-25T22:36:38","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/educationalpsychology\/?post_type=chapter&p=235"},"modified":"2016-03-25T22:36:38","modified_gmt":"2016-03-25T22:36:38","slug":"motives-related-to-attributions","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-educationalpsychology\/chapter\/motives-related-to-attributions\/","title":{"raw":"Motives related to attributions","rendered":"Motives related to attributions"},"content":{"raw":"Attributions<\/strong> are perceptions about the causes of success and failure. Suppose that you get a low mark on a test and are wondering what caused the low mark. You can construct various explanations for\u2014make various attributions about\u2014this failure. Maybe you did not study very hard; maybe the test itself was difficult; maybe you were unlucky; maybe you just are not smart enough. Each explanation attributes the failure to a different factor. The explanations that you settle upon may reflect the truth accurately\u2014or then again, they may not. What is important about attributions is that they reflect personal beliefs about the sources or causes of success and failure. As such, they tend to affect motivation in various ways, depending on the nature of the attribution (Weiner, 2005).\r\n

Locus, stability, and controllability<\/h2>\r\nAttributions vary in three underlying ways: locus, stability, and controllability. Locus<\/strong> of an attribution is the location (figuratively speaking) of the source of success or failure. If you attribute a top mark on a test to your ability, then the locus is internal<\/em>; if you attribute the mark to the test\u2019s having easy questions, then the locus is external<\/em>. The stability<\/strong> of an attribution is its relative permanence. If you attribute the mark to your ability, then the source of success is relatively stable<\/em>\u2014by definition, ability is a relatively lasting quality. If you attribute a top mark to the effort you put in to studying, then the source of success is unstable<\/em>\u2014effort can vary and has to be renewed on each occasion or else it disappears. The controllability<\/strong> of an attribution is the extent to which the individual can influence it. If you attribute a top mark to your effort at studying, then the source of success is relatively controllable<\/em>\u2014you can influence effort simply by deciding how much to study. But if you attribute the mark to simple luck, then the source of the success is uncontrollable<\/em>\u2014there is nothing that can influence random chance.\r\n\r\nAs you might suspect, the way that these attributions combine affects students\u2019 academic motivations in major ways. It usually helps both motivation and achievement if a student attributes academic successes and failures to factors that are internal and controllable, such as effort or a choice to use particular learning strategies (Dweck, 2000). Attributing successes to factors that are internal but stable or controllable (like ability), on the other hand, is both a blessing and a curse: sometimes it can create optimism about prospects for future success (\u201cI always do well\u201d), but it can also lead to indifference about correcting mistakes (Dweck, 2006), or even create pessimism if a student happens not to perform at the accustomed level (\u201cMaybe I\u2019m not as smart as I thought\u201d). Worst of all for academic motivation are attributions, whether stable or not, related to external factors. Believing that performance depends simply on luck (\u201cThe teacher was in a bad mood when marking\u201d) or on excessive difficulty of material removes incentive for a student to invest in learning. All in all, then, it seems important for teachers to encourage internal, stable attributions about success.\r\n

Influencing students\u2019 attributions<\/h2>\r\nHow can they do so? One way or another, the effective strategies involve framing teachers\u2019 own explanations of success and failure around internal, controllable factors. Instead of telling a student: \u201cGood work! You\u2019re smart!\u201d\u00a0try saying: \u201cGood work! Your effort really made a difference, didn\u2019t it?\u201d If a student fails, instead of saying,\u201cToo bad! This material is just too hard for you,\u201d try saying, \u201cLet\u2019s find a strategy for practicing this more, and then you can try again.\u201d In both cases the first option emphasizes uncontrollable factors (effort, difficulty level), and the second option emphasizes internal, controllable factors (effort, use of specific strategies).\r\n\r\nSuch attributions will only be convincing, however, if teachers provide appropriate conditions for students to learn\u2014conditions in which students\u2019 efforts really do pay off. There are three conditions that have to be in place in particular. First, academic tasks and materials actually have to be at about the right level of difficulty. If you give problems in advanced calculus to a first-grade student, the student will not only fail them but also be justified in attributing the failure to an external factor, task difficulty. If assignments are assessed in ways that produce highly variable, unreliable marks, then students will rightly attribute their performance to an external, unstable source: luck. Both circumstances will interfere with motivation.\r\n\r\nSecond, teachers also need to be ready to give help to individuals who need it\u2014even if they believe that an assignment is easy enough or clear enough that students should not need individual help. Readiness to help is always essential because it is often hard to know in advance exactly how hard a task will prove to be for particular students. Without assistance, a task that proves difficult initially may remain difficult indefinitely, and the student will be tempted to make unproductive, though correct, attributions about his or her failure (\u201cI will never understand this,\u201d \u201cI\u2019m not smart enough,\u201d or \u201cIt doesn\u2019t matter how hard I study\u201d).\r\n\r\nThird, teachers need to remember that ability\u2014usually considered a relatively stable factor\u2014often actually changes incrementally<\/em> over the long term. Recognizing this fact is one of the best ways to bring about actual increases in students\u2019 abilities (Blackwell, Trzniewski, & Dweck, 2007; Schunk, Pintrich, & Meese, 2008). A middleyears student might play the trumpet in the school band at a high level of ability, but this ability actually reflects a lot of previous effort and a gradual increase in ability. A second grade student who reads fluently, in this sense may have high current ability to read; but at some point in the distant past that same student could not read as well, and even further back he may not have been able to read at all. The increases in ability have happened at least in part because of effort. While these ideas may seem obvious, they can easily be forgotten in the classroom because effort and ability evolve according to very different time frames. Effort and its results appear relatively immediately; a student expends effort this week, this day, or even at this very moment, and the effort (if not the results) are visible right away. But ability may take longer to show itself; a student often develops it only over many weeks, months, or years.\r\n

References<\/h2>\r\n

Blackwell, L., Trzniewski, K., & Dweck, C. (2007). Implicit theories predict achievement across an adolescent transition: a longitudinal study. Child Development, 78<\/em>, 246\u2013263.<\/p>\r\n

Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development<\/em>. Philadelphia: Psychology Press.<\/p>\r\n

Dweck, C. (2006). Mindset: The new psychology of success<\/em>. New York: Random House.<\/p>\r\n

Schunk, D., Pintrich, P., Meese, J. (2008). Motivation in education: Theory, research and applications<\/em>. New York: Pearson Professional.<\/p>\r\n

Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. Elliot & C. Dweck (Eds.), Handbook of Competence and Motivation<\/em>, pp. 73\u201384. New York: Guilford Press.<\/p>","rendered":"

Attributions<\/strong> are perceptions about the causes of success and failure. Suppose that you get a low mark on a test and are wondering what caused the low mark. You can construct various explanations for\u2014make various attributions about\u2014this failure. Maybe you did not study very hard; maybe the test itself was difficult; maybe you were unlucky; maybe you just are not smart enough. Each explanation attributes the failure to a different factor. The explanations that you settle upon may reflect the truth accurately\u2014or then again, they may not. What is important about attributions is that they reflect personal beliefs about the sources or causes of success and failure. As such, they tend to affect motivation in various ways, depending on the nature of the attribution (Weiner, 2005).<\/p>\n

Locus, stability, and controllability<\/h2>\n

Attributions vary in three underlying ways: locus, stability, and controllability. Locus<\/strong> of an attribution is the location (figuratively speaking) of the source of success or failure. If you attribute a top mark on a test to your ability, then the locus is internal<\/em>; if you attribute the mark to the test\u2019s having easy questions, then the locus is external<\/em>. The stability<\/strong> of an attribution is its relative permanence. If you attribute the mark to your ability, then the source of success is relatively stable<\/em>\u2014by definition, ability is a relatively lasting quality. If you attribute a top mark to the effort you put in to studying, then the source of success is unstable<\/em>\u2014effort can vary and has to be renewed on each occasion or else it disappears. The controllability<\/strong> of an attribution is the extent to which the individual can influence it. If you attribute a top mark to your effort at studying, then the source of success is relatively controllable<\/em>\u2014you can influence effort simply by deciding how much to study. But if you attribute the mark to simple luck, then the source of the success is uncontrollable<\/em>\u2014there is nothing that can influence random chance.<\/p>\n

As you might suspect, the way that these attributions combine affects students\u2019 academic motivations in major ways. It usually helps both motivation and achievement if a student attributes academic successes and failures to factors that are internal and controllable, such as effort or a choice to use particular learning strategies (Dweck, 2000). Attributing successes to factors that are internal but stable or controllable (like ability), on the other hand, is both a blessing and a curse: sometimes it can create optimism about prospects for future success (\u201cI always do well\u201d), but it can also lead to indifference about correcting mistakes (Dweck, 2006), or even create pessimism if a student happens not to perform at the accustomed level (\u201cMaybe I\u2019m not as smart as I thought\u201d). Worst of all for academic motivation are attributions, whether stable or not, related to external factors. Believing that performance depends simply on luck (\u201cThe teacher was in a bad mood when marking\u201d) or on excessive difficulty of material removes incentive for a student to invest in learning. All in all, then, it seems important for teachers to encourage internal, stable attributions about success.<\/p>\n

Influencing students\u2019 attributions<\/h2>\n

How can they do so? One way or another, the effective strategies involve framing teachers\u2019 own explanations of success and failure around internal, controllable factors. Instead of telling a student: \u201cGood work! You\u2019re smart!\u201d\u00a0try saying: \u201cGood work! Your effort really made a difference, didn\u2019t it?\u201d If a student fails, instead of saying,\u201cToo bad! This material is just too hard for you,\u201d try saying, \u201cLet\u2019s find a strategy for practicing this more, and then you can try again.\u201d In both cases the first option emphasizes uncontrollable factors (effort, difficulty level), and the second option emphasizes internal, controllable factors (effort, use of specific strategies).<\/p>\n

Such attributions will only be convincing, however, if teachers provide appropriate conditions for students to learn\u2014conditions in which students\u2019 efforts really do pay off. There are three conditions that have to be in place in particular. First, academic tasks and materials actually have to be at about the right level of difficulty. If you give problems in advanced calculus to a first-grade student, the student will not only fail them but also be justified in attributing the failure to an external factor, task difficulty. If assignments are assessed in ways that produce highly variable, unreliable marks, then students will rightly attribute their performance to an external, unstable source: luck. Both circumstances will interfere with motivation.<\/p>\n

Second, teachers also need to be ready to give help to individuals who need it\u2014even if they believe that an assignment is easy enough or clear enough that students should not need individual help. Readiness to help is always essential because it is often hard to know in advance exactly how hard a task will prove to be for particular students. Without assistance, a task that proves difficult initially may remain difficult indefinitely, and the student will be tempted to make unproductive, though correct, attributions about his or her failure (\u201cI will never understand this,\u201d \u201cI\u2019m not smart enough,\u201d or \u201cIt doesn\u2019t matter how hard I study\u201d).<\/p>\n

Third, teachers need to remember that ability\u2014usually considered a relatively stable factor\u2014often actually changes incrementally<\/em> over the long term. Recognizing this fact is one of the best ways to bring about actual increases in students\u2019 abilities (Blackwell, Trzniewski, & Dweck, 2007; Schunk, Pintrich, & Meese, 2008). A middleyears student might play the trumpet in the school band at a high level of ability, but this ability actually reflects a lot of previous effort and a gradual increase in ability. A second grade student who reads fluently, in this sense may have high current ability to read; but at some point in the distant past that same student could not read as well, and even further back he may not have been able to read at all. The increases in ability have happened at least in part because of effort. While these ideas may seem obvious, they can easily be forgotten in the classroom because effort and ability evolve according to very different time frames. Effort and its results appear relatively immediately; a student expends effort this week, this day, or even at this very moment, and the effort (if not the results) are visible right away. But ability may take longer to show itself; a student often develops it only over many weeks, months, or years.<\/p>\n

References<\/h2>\n

Blackwell, L., Trzniewski, K., & Dweck, C. (2007). Implicit theories predict achievement across an adolescent transition: a longitudinal study. Child Development, 78<\/em>, 246\u2013263.<\/p>\n

Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development<\/em>. Philadelphia: Psychology Press.<\/p>\n

Dweck, C. (2006). Mindset: The new psychology of success<\/em>. New York: Random House.<\/p>\n

Schunk, D., Pintrich, P., Meese, J. (2008). Motivation in education: Theory, research and applications<\/em>. New York: Pearson Professional.<\/p>\n

Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. Elliot & C. Dweck (Eds.), Handbook of Competence and Motivation<\/em>, pp. 73\u201384. New York: Guilford Press.<\/p>\n\n\t\t\t

\n\t\t\t

Candela Citations<\/h3>\n\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
CC licensed content, Shared previously<\/div>