Abstract
The role of causal attributions in determining motivation to achieve has been the object of intensive study with generally interesting and valuable results (Dweck & Goetz, 1978; Weiner, in press). Thus, it seems quite clear that causal attributions play a critical role in determining the perception of success and failure as such (cf. Maehr & Nicholls, in press) and also mediate responses to these perceived events. Regarding the latter, a primary focus has been on certain behavioral patterns like persistence (see, for example, Andrews & Debus, 1978) at a task in the face of success, failure, or a moderate degree of challenge. Of course, it is of major importance to learn that certain causal attributions affect persistence at a learning task. Such attention to learning tasks not only determines immediate performance levels but ultimately should determine the course of intellectual growth (cf. Rosenshine & Berliner, 1978).
Reprinted by permission of authors and publisher of Journal of Educational Psychology, 1979, Vol. 71, 499–507. Copyright (1979) by the American Psychological Association.
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Fyans, L.J., Maehr, M.L. (1980). Attributional Style, Task Selection and Achievement. In: Fyans, L.J. (eds) Achievement Motivation. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-8997-3_11
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DOI: https://doi.org/10.1007/978-1-4757-8997-3_11
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