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Causality orientations, failure, and achievement

R Koestner1, M Zuckerman

  • 1Department of Psychology, McGill University, Montreal, Quebec, Canada.

Journal of Personality
|September 1, 1994
PubMed
Summary
This summary is machine-generated.

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This study links Deci and Ryan's causality orientations theory with Dweck's achievement theory. Findings show autonomous individuals exhibit mastery motivation, while impersonal individuals display helpless patterns when facing academic failure.

Area of Science:

  • Psychology
  • Educational Psychology
  • Social Cognitive Theory

Background:

  • Deci and Ryan's causality orientations theory focuses on motivation regulation.
  • Dweck and Leggett's social-cognitive theory addresses achievement motivation.
  • Both theories examine individual differences influencing academic behavior.

Purpose of the Study:

  • To investigate conceptual similarities between causality orientations and social-cognitive achievement theories.
  • To determine if causality orientations moderate responses to failure feedback.

Main Methods:

  • Study 1: Conceptual analysis of individual difference measures.
  • Study 2: Experimental examination of failure feedback's impact on motivation, moderated by causality orientations.

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Main Results:

  • Autonomous students align with learning goals and high confidence; controlled students with performance goals and high confidence; impersonal students with performance goals and low confidence.
  • Autonomous individuals responded to failure with mastery orientation, while impersonal individuals showed helpless patterns.
  • Controlled individuals' responses to failure mirrored ego-involved or reactive patterns.

Conclusions:

  • Causality orientations and achievement motivation theories share significant conceptual overlap.
  • Causality orientations effectively predict motivational responses to academic challenges and failure.