The Development of an Attribution-Based Theory of Motivation: A History of Ideas

By B. Weiner. 2010

738 citations recorded by the source corpus.

Subfields: General Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/de6ab6b6f0bc07664163702336cb72a8b9741973

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Citations in the corpus

Real-time motivation and engagement during a month at school: Every moment of every day for every student matters (2015, background): “…attributions and control are reflected in the uncertain control dimension (tapping the controllability element of attributions — see Connell, 1985; Weiner, 2010), (c) valuing (e.g.,Wigfield& Eccles, 2000) is reflected in a valuingdimension, (d) self-determination (in terms of…”
Cognitive Activation Theory of Stress: An Integrative Theoretical Approach to Work Stress (2011, background): “An expectancy of failure also has been connected to hopelessness by motivation researchers (e.g., Weiner, 2010).”
The Achievement Emotions Questionnaire: Validation for Pre-Adolescent Students (2015, background): “Emotions are central to the understanding of student learning and achievement (e.g., Govaerts & Grégoire, 2008; Pekrun, 2006; Weiner, 2010).”
How coworkers attribute, react to, and shape job crafting (2019, background): “People tend to like others who do something good for them and dislike people who harm them (Weiner, 2010).”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “Over time, the habitual endorsements individuals ascribe to these outcomes reinforce attributions and their locus of control (Weiner, 2010 ).”
Impostor phenomenon and motivation: women in higher education (2020, background): “Attribution theorists explore individuals’ perceptions of causality, or why something has occurred (Heider 1958; Weiner 1985; Weiner 1972; Weiner 2010; Weiner 2014).”
Students' Response to Academic Setback: "Growth Mindset" as a Buffer against Demotivation. (2015, neutral): “However, previous research has also found that learning goal is only weakly associated with academic achievement (for a meta-analysis, see Hulleman, et IJEP – International Journal of Educational Psychology 4(2) 215 al., 2010, p. 437).”
Motivation and engagement: Same or different? Does it matter? (2017, background): “Under attribution theory, causes vary along three main dimensions: stability, locus, and controllability (Weiner, 2010).”
Teachers’ Sensemaking of Data and Implications for Equity (2015, background): “Attribution theory identifies three characteristics of attributions that elucidate the relationship between individuals’ motivation to act and their perceptions of causes of outcomes (Seifert, 2004; Weiner, 2010).”