Motivation from an Attributional Perspective and the Social Psychology of Perceived Competence.

By B. Weiner. 2005

222 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9c5cba93a3588f66d282e29caef70f7531359a2d

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Citations in the corpus

Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle (2019, background): “The emotional reaction results from attributions that learners make regarding their success and failure (Weiner, 2005).”
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? (2008, background): “…academic competence, and control are robust predictors of children's effort and persistence in school and of their emotional reactions to success and failure (see Bandura, 1997; Dweck, 1999; Elliot & Dweck, 2005; Harter, 1982; Skinner, 1995; Stipek, 2002; Weiner, 2005; Wigfield et al., 2006).”
Attributional gender bias: teachers’ ability and effort explanations for students’ math performance (2014, background): “Due to the large body of work on attribution theory by Weiner (1986, 2005), much is known about the relationship between attributions and achievement behaviors, such as the functionality of certain attributions in terms of locus, stability, and controllability dimensions (see for reviews Findley…”
Introduction to Motivation at School: Interventions That Work (2007, background): “Another set of beliefs reflects attributions for success and failure, or their understanding of why certain achievement outcomes happen (Weiner, 1985, 2005).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, methodology): “…role in their self-identity, since under high ego involvement conditions individuals feel such emotional pattern (Frijda, 2009; Lambert et al., 2009; Roseman & Smith, 2001; Stephanou, 2011; Stephanou et al., 2011; Stephanou & Tsapakidou, 2007a; Sutton & Wheatley, 2003; Weiner, 2001, 2005).”
Thriving With Social Purpose: An Integrative Approach to the Development of Optimal Human Functioning (2007, background): “…for scholars and professionals seeking useful ways to understand and promote the development of optimal functioning in children and adults (e.g., Csikszentmihalyi, Abuhamdeh, & Nakamura, 2005; Dweck, 2006; Ekman, 2003; Locke, 2002; Maddux, 2002; Vansteenkiste, Lens, & Deci, 2006; Weiner, 2005).”
Parental Expectations and Children's Academic Performance in Sociocultural Context (2010, background): “Parents who attribute achievement outcomes primarily to ability or intelligence expect performance to be stable because ability tends to be viewed as a stable entity that is difficult for the individual to change (Weiner 2005).”
Exploring the effects of project-based learning in secondary mathematics education (2016, background): “Studies have shown that these underlying explanations have clear motivational consequences for expecting future success (Weiner, 2000, 2004, 2005; Weiner & Kukla, 1970).”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “For example, Hudley et al.’s (2007/this issue) intervention programs to reduce boys’ aggression are based in attribution theory, one of the prominent motivational theories over the last 25 years (Weiner, 1985, 2005).”
Stereotype content model across cultures: Towards universal similarities and some differences (2009, unknown): “Groups that have tended to fall into the low–low and high–high clusters may be those who are attributed responsibility for their position in that group (e.g. homeless people and college students; Weiner, 2005).”
Perceived Control and the Development of Coping (2010, background): “…demonstrated that, although unsuccessful attempts to produce a desired or prevent an undesired outcome are a risk factor for becoming helpless, it is the interpretation of the experience that mediates its eff ects on subsequent control expectations (e.g., Abramson et al., 1978 ; Weiner, 2005 ).”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “as their expectations regarding success on later tasks (Weiner 2005).”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, unknown): “…and control are robust predictors of student engagement and eventual learning, academic performance, and achievement (see Bandura, 1997 ; Dweck, 1999 ; Harter, 1982 ; Skinner, 1995, 1996 ; Skinner, Zimmer-Gembeck, & Connell, 1998 ; Stipek, 2002a ; Weiner, 2005 ; Wigfi eld et al., 2006 ) .”