Leisure of opiate addicts at posttreatment follow-up.

Follow-up data for 1,174 opiate addicts were used to examine leisure reported prior to an interview conducted approximately 6 yrs after admission to treatment for drug abuse. Comparisons of self-reported leisure for the pre- and posttreatment follow-up periods showed an overall shift toward more positive, socially accepted leisure activities at follow-up; more free time was spent with family and with friends who did not use drugs. In addition, positive leisure at follow-up, as well as more positive changes in leisure over time, were related to favorable outcomes on drug use, criminality, and productive activities measures during the year before the follow-up interview. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Holding parents responsible: Is vicarious responsibility the public's answer to juvenile crime?

Parental responsibility laws hold parents accountable for the delinquent behaviors of their children even when parents' actions are not the direct cause of an offense. Despite the prevalence of these laws, we know little about their perceived fairness. Is it reasonable to make parents vicariously responsible for outcomes they could not have foreseen and if so, under what circumstances? Our series of three studies addressed those questions by systematically examining the impact of various situational and dispositional factors on public opinions regarding parental responsibility. Respondents attributed most of the responsibility for a crime to the child, and attributions of responsibility to the parents varied as a function of the child's age. Case characteristics including the type of crime committed and the described parents' actions versus inactions did not consistently influence responsibility attributions. We conclude that people feel rather lukewarm about the notion of vicarious parental responsibility and this indifference may be related to issues surrounding the laws' enforcement. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Further explorations of common-sense representations of common illnesses.

Developed a method for measuring illness cognitions (common sense representations of common illnesses), using data from 532 undergraduates and their parents. Ss described a recent illness from 1 to 3 separate times over 17 mo. Ss cognitions fell into 5 components (identity, time line, consequences, cause, and cure) that were stable over time and across different illness episodes. Consequences of these illness cognitions, in terms of changes in health locus of control beliefs and different propensities to visit a doctor, were also noted. Specifically, controllable attributions for getting sick and personal responsibility attributions for getting better were associated with increased beliefs in self-control over health and decreased beliefs in chance health outcomes. Ss with strong identity and cure components in their illness cognitions were more likely to visit a doctor when feeling ill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Marital satisfaction and marital violence: Moderating effects of attributional processes.

The moderating effects of causal and responsibility attributions for negative partner behavior on the relationship between marital satisfaction and marital violence were examined. Sixty-six married couples reported on their marital satisfaction, their attributions for negative partner behavior, and their own use of physical aggression during conflict in their relationships. Responsibility attributions moderated the relationship between marital satisfaction and aggression among wives but not among husbands. Specifically, marital satisfaction and physical aggression were significantly related for wives high in responsibility attributions but not for husbands or for wives low in negative attributions. Potential reasons for gender differences in the pattern of results and their implications for treatment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of maternal attributions on parenting: An experimental analysis.

To address the direction of causality underlying the robust association of mothers' attributions for child misbehavior and mothers' parenting, mothers' child-centered responsibility attributions for their hard-to-manage toddlers' misbehavior were experimentally manipulated. Mothers and children were then videotaped interacting in typical but challenging situations. Relative to mothers who were told that their children were not to blame for misbehaving, mothers who were told that their children would misbehave voluntarily and with negative intent were rated as significantly more overreactive in their discipline and felt angrier; their children exhibited higher rates of negative affect. Therefore, mothers' attributions for children's misbehavior can determine the harshness of their discipline. Further research on attribution-focused interventions and their role in facilitating treatment response and maintenance in parenting programs is warranted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consultant experience and attributions in school consultation.

Hypothesized that experienced school psychologists would be more flexible than inexperienced school psychologists in their attributions of responsibility for outcome of consultation. Responses from 56 members of a state school psychological association were analyzed for attributions of responsibility for outcome to the consultee, to the consultant, and to other factors. Results fail to support the hypothesis. Regardless of consultation success or failure, Ss attributed responsibility for consultation outcome mostly to the consultee. Experienced psychologists, however, were more likely than inexperienced psychologists to attribute responsibility for outcome to teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributions of responsibility for group tasks: The egocentric bias and the actor–observer difference.

In each of 3 experiments it was demonstrated that under certain conditions individuals who work on a task in a dyad will tend to attribute greater responsibility for a positive outcome to their partners than to themselves. In Exp I 56 college students, who had qualifying scores on the Beck Depression Inventory, working in dyads on a crossword puzzle attributed more responsibility to their partners than to themselves for an outcome they were led to believe was quite good, thus contradicting the expected "egocentric bias" effect. This was true across depression categories. In Exp II, 100 college students working in dyads on the puzzle attributed more responsibility to their partners than to themselves for a positive outcome when asked immediately after the task to make the attribution. However, Ss attributed greater responsibility to themselves than to their partners when asked to make the attribution 3 days later, thus replicating the egocentric bias effect. Half of the 30 dyads in Exp III believed they were being videotaped while working on the puzzle, whereas the other half did not. "Videotaped" Ss attributed more responsibility for the positive outcome to themselves than to their partners, whereas the nonvideotaped Ss attributed more responsibility to their partners than to themselves when both groups were asked to give their attributions immediately after the task. The relationship between the egocentric bias effect and the actor–observer difference phenomenon is discussed. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A question of standards: Attributions of blame and credit for classroom acts.

We examined differences between blame and credit judgments among 247 students and 13 teachers from 7 first- and 6 fifth-grade classrooms. Study 1 indicated that even young children used information about excuses and justifications in assigning blame but not in determining credit. The gap between grades for assignment of credit was most striking for norms involving specific classroom roles. At both grade levels, norms of duty differed from norms of aspiration; for the latter, more credit was assigned for good outcomes than was blame for bad outcomes. Study 2 analyzed teachers' attributions and examined links between teachers' and pupils' judgments. Children's blame attributions were more highly correlated with those of teachers than were credit attributions. Teachers who provided less negative procedural feedback (NPF) had pupils whose blame judgments were more highly correlated with their own. However, within categories of teachers (grade levels by high-low NPF), individual teachers' and pupils' idiosyncratic judgments were not associated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributional styles and life events in the classroom: Vulnerability and invulnerability to depressive mood reactions.

A core prediction of the reformulated model of learned helplessness and depression states that when confronted with the same negative life event, people who display a tendency to attribute negative outcomes to internal, stable, or global factors should be more likely to experience a depressive reaction than people who typically attribute negative outcomes to external, unstable, or specific factors. The present study tested that prediction with 227 undergraduates by determining whether the content of Ss' attributional styles at 1 point in time predicted the severity of their depressive response (Multiple Affect Adjective Check List) to receiving a low grade on an exam at a subsequent time. Consistent with the prediction, Ss with an internal or global attributional style for negative outcomes at Time 1 experienced a depressive response when confronted with a low grade; Ss with an external or specific attributional style were invulnerable to this response. In contrast to results for the internality and globality dimensions, Ss' scores along the stability attribution dimension were not correlated with the severity of their depressive response to the low grade. In the absence of a negative life event, Ss' generalized tendencies to make internal or global attributions for negative outcomes at Time 1 were not significantly correlated with their subsequent changes in depressive mood, although there was a nonsignificant positive correlation between severity of depressive response and the tendency to make global attributions for negative outcomes at Time l. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Procedural fairness, outcome favorability, and judgments of an authority's responsibility.

Fairness theory (R. Folger & R. Cropanzano, 1998, 2001) postulates that, particularly in the face of unfavorable outcomes, employees judge an organizational authority to be more responsible for their outcomes when the authority exhibits lower procedural fairness. Three studies lent empirical support to this notion. Furthermore, 2 of the studies showed that attributions of responsibility to the authority mediated the relationship between the authority's procedural fairness and employees' reactions to unfavorable outcomes. The findings (a) provide support for a key assumption of fairness theory, (b) help to account for the pervasive interactive effect of procedural fairness and outcome favorability on employees' attitudes and behaviors, and (c) contribute to an emerging trend in justice research concerned with how people use procedural fairness information to make attributions of responsibility for their outcomes. Practical implications, limitations, and suggestions for future research also are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributions for real and hypothetical events: Their relation to self-esteem and depression.

Examined the association between attributional style, self-esteem, depressive symptoms, and general distress to test hypotheses derived from a learned helplessness model and B. Weiner's (see record 1979-28688-001) attributional model of motivation. 178 male and female undergraduates completed the Beck Depression Inventory, Rosenberg Self-Esteem Scale, and an attributional style questionnaire and were asked to make causal attributional ratings about 12 hypothetical events. 151 Ss also were asked to make diary ratings on 14 real events. Attributional ratings were internally consistent across events, but attributions about positive outcomes were either uncorrelated or positively correlated with attributions about negative outcomes, failing to support learned helplessness predictions that a single process underlies attributions about positive and negative events. As predicted, internal attributions for positive outcomes were primarily associated with high self-esteem. Only internal stable attributions for negative outcomes were related to depressive symptoms, consistent with Weiner's model. The pattern of correlation between attributions and general distress was essentially identical to that obtained with depressive symptoms. Attributions for real events were similar in their effects to ratings of hypothetical events. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributions, affect, and expectations: A test of Weiner's three-dimensional model.

In a test of predictions derived from B. Weiner's (see PA, Vols 50:325 and 62:8688) reformulated 3-dimensional model of attributions, 233 college students who had performed well or poorly on an examination reported the locus, stability, and controllability of the causes of their performance, their affective reactions, and their expectations. As is consistent with Weiner's model, more positive affective reactions were reported by Ss who (a) felt they controlled the causes of their performance, (b) attributed success to internal factors or failure to external factors, and (c) attributed their outcomes to factors that were stable, controllable, and internal. Expectations, however, were related more to perceived locus of cause and controllability than to stability. The implications of attributions and perceived control in educational settings are discussed in relation to learned helplessness, expectations, and reactions to failure. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's causal attributions to self and other as a function of outcome and task.

In this study, we tested three hypotheses. First, children do not attribute their positive outcomes more to internal causes and their negative outcomes more to external causes. Second, children attribute the outcomes of others more to internal causes on an academic task than they do on a leisure task. Third, children attribute their own outcomes to external causes and another's outcomes to internal causes. To test these hypotheses, we had children attribute their own or another's positive or negative outcomes on academic, social, and leisure tasks to ability, effort, task difficulty, and luck. The results indicated that children attributed their positive outcomes more to ability, effort, and luck than they did their negative outcomes. This effect did not depend on the person to whom they made attributions. Thus, the results for type of outcome and self or other were not as hypothesized. The results for type of task were as hypothesized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Drug abusers on the job

Drug abusers in the working population range from the functional to the dysfunctional. Functional drug-abusing employees may work as productive members of a company for years without incident or detection. Cases have been documented of long-term heroin addicts with stable 10- and 20-year work histories., Studies of drug addicts in treatment with known work histories reveal that such persons can, and do, hold a broad range of jobs in the work force. In a study by Levy of 95 former addicts with histories of simultaneous employment and undetected drug abuse (including on-the-job use by 91 of the 95 addicts), the following occupations were found: bank teller; mail clerk; secretary; delivery man; stock clerk; college registrar; typist; baker; nurses aide; medical supply clerk; messenger; pharmacy clerk; receptionist; teletype operator; men's clothing salesman; truck driver; busboy; telephone installer; roofer; clothing designer; assembly line worker; waitress; auto mechanic; security officer; postal worker; credit collector; plant manager; and rigger. Reports from CODAP, a Federal statistical system covering drug treatment programs, indicate that about 20% of opiate users admitted to treatment were employed full time at the time of admission. Caplovitz found that the stable worker-addict is more similar in basic characteristics to other workers than to nonworking addicts.     

Trust in the face of conflict: The role of managerial trustworthy behavior and organizational context.

The authors explored the role of attributions in shaping employees' trust in their managers in the context of negative events. The authors examined how 2 forms of managerial trustworthy behavior (open communication and demonstrating concern for employees) and organizational policies relate to attributions, trust in the manager, and organizational citizenship behavior. Participants were 115 credit union employees who responded to a critical incident regarding a disagreement with their managers. As hypothesized, trustworthy behavior was negatively related to attributions of personal responsibility for negative encounters, and this relationship was stronger when human resource policies were perceived as unfair. Managerial trustworthy behavior was also positively related to trust in the manager and organizational citizenship behavior. Personal attributions partially mediated the relationship between trustworthy behavior and trust. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When bad things happen to older people: Age differences in attributional style.

This study expanded on earlier attributional work with the elderly by examining age differences in the generality, as well as the locus and stability, of causes for bad events and the relationship of these attributions to self-reported health. 120 young (mean age?=?18.3 yrs) and elderly (mean age?=?74.39 yrs) adults rated the internality, stability, and globality of causes for good and bad events using the Attributional Style Questionnaire. Older adults were more likely than younger adults to see bad events as being due to stable and specific factors. Older adults who attributed negative outcomes to more internal and global factors also reported their health to be poorer than that of others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of causal attributions about recall performance to assess metamemory and predict strategic memory behavior in young children.

27 1st graders and 24 2nd graders were exposed to a memory task in which their recall performance varied as a function of their incidentally elicited sorting behavior. When asked what had affected their recall, only some Ss at each grade identified sorting as a causal factor, although all had used sorting. Attributions about sorting could not be accounted for by differential memory for sorting behavior or by differential use of sorting on previous trials. Causal attributions, but neither previous sorting nor nonattributional verbal reports about sorting behavior, predicted use of a sorting strategy in a standard, study-recall task 1 wk later. Ss who had attributed recall to sorting tended not to use rehearsal strategies on the subsequent task, suggesting that causal attributions reflected their views about what were the most important influences on recall. Ss' ability to assess their recall performance and their insight into possible mechanisms by which sorting affects recall are discussed as avenues for future research into how children acquire their ideas about factors that affect memory. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Importance of attributions as a predictor of how people cope with failure.

This study examined the extent to which causal attributions were predictive of depressed mood in college students who experienced a negative event. In a replication and extension of a study by Metalsky, Abramson, Seligman, Semmel, and Peterson (1982), we evaluated students' attributional style and their attributions for an examination performance in the college classroom. Additionally, an indirect probe was used to assess unsolicited attributions. Subjects were asked about their plans to prepare for the next examination in order to test for the motivational deficits predicted by the reformulated learned helplessness (RLH) model. Unlike Metalsky et al., attributional style did not predict depressed mood following a disappointing examination performance. Attributions for the particular examination performance were predictive of depressed mood for students who were disappointed in their examination performance. Few subjects, 31%, gave attributions in response to the indirect probe, and there was no support for the prediction that unexpected negative events would lead to subjects' making more attributions. Internal, stable, and global attributions for poor examination performance resulted in students making more plans to study for the next examination, a finding contrary to what is predicted by the RLH model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural variations in family beliefs about children's performance in mathematics: Comparisons among People's Republic of China, Chinese-American, and Caucasian-American families.

We examined beliefs about children's performance in mathematics through interviews with mothers and their sixth-grade children in the People's Republic of China (PRC) and in Chinese-American and Caucasian-American groups in the United States. Explanations for relatively high and low performance were indicated by attributions to ability, effort, training at home, training at school, and luck. We also asked mothers about specific instances of unusually high or low achievement. The groups showed different patterns of attributions. Mothers in the PRC viewed lack of effort as the major cause of low performance. The Chinese Americans also viewed lack of effort as important but assigned considerable responsibility to other sources. The Caucasian Americans distributed responsibility more evenly across the options. PRC mothers offered partial reinforcement to children who brought home a good grade; American mothers, both Chinese and Caucasian, were likely to offer unqualified praise. National differences in performance may occur in part because of such cultural variations in beliefs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributions of learning disabled children.

Two studies compared learning disabled (LD) and normally achieving (NA) children's attribution patterns of success and failure in achievement and in social situations. In Study 1, 37 LD and 67 NA 7th and 8th graders were interviewed about attributions for hypothetical success–failure situations. 75 LD and 30 NA Ss (aged 9–17 yrs) from private schools were interviewed about attributions for real-life ratings of success in Study 2. NA Ss in both studies followed the expected pattern of attributing success more internally and failure (or less success) more externally. LD Ss attributed success to internal factors as well, but in both studies they also externalized success more than did the NA Ss. In their attributions for failure (or less success), the LD Ss in both studies did not follow the expected pattern. It is concluded that attributional differences between the LD Ss may reflect differences in self-esteem, expectations, and uncertainty. Careful reconsideration of the potentially negative consequences of attributional retraining of children with learning problems is recommended. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)