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AN EMPIRICAL EXAMINATION OF THE INTEGRATION OF CAUSAL ATTRIBUTION AND SOCIAL LEARNING THEORIES IN ACHIEVEMENT SITUATIONS.

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Title: AN EMPIRICAL EXAMINATION OF THE INTEGRATION OF CAUSAL ATTRIBUTION AND SOCIAL LEARNING THEORIES IN ACHIEVEMENT SITUATIONS.
Authors: Midkiff. Jr., Robert M., Burke, Joy Patricia
Source: Social Behavior & Personality: an international journal. 1991, Vol. 19 Issue 3, p177-193. 17p.
Subjects: Social learning, Attribution (Social psychology), Psychology of learning, Socialization, Social psychology, Achievement, Self-esteem
Abstract: Using path analysis, the present investigation sought to clarify possible operational linkages among constructs from social learning and attribution theories within the context of a self-esteem system. Subjects were 300 undergraduate university students who completed a measure of self-esteem and indicated expectancies for success and minimal goal levels for an experimental task. After completing the task and receiving feedback about their performance, subjects completed causal attribution and self-esteem questionnaires. Results revealed gender differences in the degree and strength of the proposed relations, but not in the mean levels of the variables studied. Results suggested that the integration of social learning and attribution theories within a single conceptual model provides a better understanding of students' behaviors and self-esteem in achievement situations. [ABSTRACT FROM AUTHOR]
Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: AN EMPIRICAL EXAMINATION OF THE INTEGRATION OF CAUSAL ATTRIBUTION AND SOCIAL LEARNING THEORIES IN ACHIEVEMENT SITUATIONS.
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  Data: <searchLink fieldCode="AR" term="%22Midkiff%2E+Jr%2E%2C+Robert+M%2E%22">Midkiff. Jr., Robert M.</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Joy+Patricia%22">Burke, Joy Patricia</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Social+Behavior+%26+Personality%3A+an+international+journal%22">Social Behavior & Personality: an international journal</searchLink>. 1991, Vol. 19 Issue 3, p177-193. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Social+learning%22">Social learning</searchLink><br /><searchLink fieldCode="DE" term="%22Attribution+%28Social+psychology%29%22">Attribution (Social psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+learning%22">Psychology of learning</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Social+psychology%22">Social psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self-esteem%22">Self-esteem</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Using path analysis, the present investigation sought to clarify possible operational linkages among constructs from social learning and attribution theories within the context of a self-esteem system. Subjects were 300 undergraduate university students who completed a measure of self-esteem and indicated expectancies for success and minimal goal levels for an experimental task. After completing the task and receiving feedback about their performance, subjects completed causal attribution and self-esteem questionnaires. Results revealed gender differences in the degree and strength of the proposed relations, but not in the mean levels of the variables studied. Results suggested that the integration of social learning and attribution theories within a single conceptual model provides a better understanding of students' behaviors and self-esteem in achievement situations. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=12966734
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        Value: 10.2224/sbp.1991.19.3.177
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 177
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      – SubjectFull: Social learning
        Type: general
      – SubjectFull: Attribution (Social psychology)
        Type: general
      – SubjectFull: Psychology of learning
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Social psychology
        Type: general
      – SubjectFull: Achievement
        Type: general
      – SubjectFull: Self-esteem
        Type: general
    Titles:
      – TitleFull: AN EMPIRICAL EXAMINATION OF THE INTEGRATION OF CAUSAL ATTRIBUTION AND SOCIAL LEARNING THEORIES IN ACHIEVEMENT SITUATIONS.
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              Text: 1991
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              Y: 1991
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            – TitleFull: Social Behavior & Personality: an international journal
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