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Related Experiment Videos

Causal attribution and affective response as mediated by task performance and self-acceptance

T D Green1, R C Bailey, O Zinser

  • 1Department of Psychology, Elon College, North Carolina 27244.

Psychological Reports
|December 1, 1994
PubMed
Summary

Students attribute academic success internally and feel positive, while attributing failure externally and feeling negative. Self-acceptance did not influence these ego-serving bias responses.

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Area of Science:

  • Psychology
  • Social Psychology
  • Cognitive Psychology

Background:

  • Cognitive consistency, self-esteem, and ego-serving bias theories predict student responses to academic performance.
  • Understanding attributional and affective reactions is crucial for educational psychology.

Purpose of the Study:

  • To investigate how university students make attributional and affective responses to academic performance.
  • To test predictions from cognitive consistency, self-esteem, and ego-serving bias theories.

Main Methods:

  • 202 university students completed a self-acceptance measure.
  • Participants responded to a hypothetical examination performance scenario.
  • Attributional and affective responses were analyzed based on feedback valence.

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Main Results:

  • Students receiving positive feedback showed greater internal causality attributions and positive affect.
  • Students receiving negative feedback exhibited the opposite pattern.
  • Self-acceptance did not moderate attributions or affective reactions.

Conclusions:

  • Results support ego-serving bias theory and partially support self-esteem theory.
  • Cognitive consistency theory predictions were not supported.
  • Feedback valence significantly influences students' attributions and affect regarding academic performance.