1. Attribution Theory

2. Attribution Theory:  A cognitive theory that considers a person’s beliefs about causes of outcomes (specifically success and failure) and how those beliefs influence expectations and behavior.  The causes that people hold responsible for an outcome are important determinants of their future expectancies and behaviors.  Why do people do what they do?  A cognitive theory that considers a person’s beliefs about causes of outcomes (specifically success and failure) and how those beliefs influence expectations and behavior.  The causes that people hold responsible for an outcome are important determinants of their future expectancies and behaviors.  Why do people do what they do?

3. Five reasons most frequently given as the cause for success and failure:  Ability - how we rate our aptitude, skill, or knowledge  Effort - how hard we tried, including time spent  Task difficulty - how difficult or easy we believe the task to be  Strategy - the type of strategy used for learning  Luck - the extent to which we believe luck was a factor  Ability - how we rate our aptitude, skill, or knowledge  Effort - how hard we tried, including time spent  Task difficulty - how difficult or easy we believe the task to be  Strategy - the type of strategy used for learning  Luck - the extent to which we believe luck was a factor

4. Three dimensions or ways to look at causes given for success and failure:  Internal-External - whether the cause is a factor within the person (ability, effort) or a factor outside the person (luck).  Stable-Unstable - whether the perceived cause has been consistent or inconsistent over time; unstable causes for success or failure are those attributed to temporary factors or factors that can be modified.  Controllable-Uncontrollable - extent we believe we have influence or control over the cause of an outcome.  Internal-External - whether the cause is a factor within the person (ability, effort) or a factor outside the person (luck).  Stable-Unstable - whether the perceived cause has been consistent or inconsistent over time; unstable causes for success or failure are those attributed to temporary factors or factors that can be modified.  Controllable-Uncontrollable - extent we believe we have influence or control over the cause of an outcome.

5. How teachers influence attribution:  Indirect Low-Ability Cues  Attributional Feedback  Indirect Low-Ability Cues  Attributional Feedback

6. Indirect Low-Ability Cues:  Praise versus blame  Sympathy versus anger  Unsolicited help  Ability grouping  Praise versus blame  Sympathy versus anger  Unsolicited help  Ability grouping

7. If low ability is attributed to ability then effort may seem useless and students may actually decrease their effort to protect their self-worth. If low ability is attributed to ability then effort may seem useless and students may actually decrease their effort to protect their self-worth.

8. Attributional Feedback:  Give attributional feedback that links past achievement with effort.  The sequence in which attributional feedback is given makes a difference.  Effort feedback is more productive for underachieving students.  Cooperative learning has been found to facilitate more productive attributions  Give attributional feedback that links past achievement with effort.  The sequence in which attributional feedback is given makes a difference.  Effort feedback is more productive for underachieving students.  Cooperative learning has been found to facilitate more productive attributions

9. Two Attributional Consequences:  Learned Helplessness  Help-Seeking  Learned Helplessness  Help-Seeking

10. Learned Helplessness:  A student who has a history of failure and does not expect this to change will attribute failure to ability - an internal and stable factor.  Students do not see a connection between their actions and their performance.  When failure is attributed to lack of ability there is a decline in performance.  A student who has a history of failure and does not expect this to change will attribute failure to ability - an internal and stable factor.  Students do not see a connection between their actions and their performance.  When failure is attributed to lack of ability there is a decline in performance.

11. Help-Seeking Behaviors:  Help-seeking is positive when students seek help to make a change in their learning.  Help-seeking may be seen as threatening if the student thinks it is a sign of low ability.  Help-seeking is positive when students seek help to make a change in their learning.  Help-seeking may be seen as threatening if the student thinks it is a sign of low ability.

12. The beliefs teachers hold about the role of ability and effort affect their responses to their students which, in turn, affect motivation. The beliefs teachers hold about the role of ability and effort affect their responses to their students which, in turn, affect motivation.