Attributional Style, Task Selection and Achievement

  • Leslie J. FyansJr.
  • Martin L. Maehr


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).


Grade Level Causal Attribution Task Selection Attributional Style Achievement Motivation 
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Copyright information

© Springer Science+Business Media New York 1980

Authors and Affiliations

  • Leslie J. FyansJr.
    • 1
  • Martin L. Maehr
    • 2
  1. 1.The University of Illinois and the Illinois State Board of EducationUSA
  2. 2.The University of IllinoisUrbana-ChampaignUSA

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