Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective

By B. Weiner. 2000

945 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e5cd54109ce48104ec116b2b1bd02c8f2db817a1

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Citations in the corpus

Cognitive load theory: more food for thought (2010, background): “Even if the task is designed well-within learners’ ZPD, if the learner does not believe that he/she can be successful, cognitive resources will not be invested in the task at hand and learning will not occur ( Weiner 2000 ).”
Self-regulation of assessment beliefs and attitudes: a review of the Students’ Conceptions of Assessment inventory (2011, background): “…2002) and making use of feedback (Hattie & Timperley, 2007) are adaptive self-regulating responses, whereas blaming external, uncontrollable factors (Weiner, 1986, 2000), prioritising emotional well-being (Boekaerts & Corno, 2005) and ignoring learningrelated evaluations are examples of…”
Integration , Motivation , Strengths and Optimism : Retention Theories Past , Present and Future (2012, background): “This theory assumes that individuals “are scientists, trying to understand themselves and their environment and then acting on the basis of this knowledge” (Weiner, 2000, p.2).”
An Analysis of Hope as a Psychological Strength. (2006, neutral): “For example, studies of academic motivation have consistently revealed that youth who believe that good grades are caused by internal and controllable causes (Weiner, 2000) and who believe that they can produce the needed behavioral response (Bandura, 1997) attain higher levels of academic success.”
Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students (2005, result): “The belief in studying aimlessly seems to be consistent with one view of attribution theory, the view that success is related to luck (Weiner, 2000).”
Studies of Cognition and Emotion in Organisations: Attribution, Affective Events, Emotional Intelligence and Perception of Emotion (2002, background): “A further unexplored area that is beginning to attract attention is the role of emotion and attribution in motivation (see Martinko 1995b; Weiner 2000).”
Expectancy-value theory: retrospective and prospective (2010, neutral): “Recently, there have been studies revealing associations between emotions and selfregulation (see Pekrun, Goetz, Titz, & Perry, 2002; Schutz & Davis, 2000; Turner & Husman, 2008), attributions (Perry, Turner, & Meyer, 2006; Weiner, 2000), and goal orientations (Linnenbrink & Pintrich, 2002; Turner, ”
Consumer revenge behavior: A cross-cultural perspective (2009, neutral): “Given that literature on psychology showed that particular attribution dimensions give rise to specific set of emotions (i.e., Graham, 1991; Weiner, 2000) and as the perceived weight of causal dimensions as well as emotional reactions may depend on cultural values’ orientations, we can expect that…”
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).”
Attitudinal and motivational variables related to mathematics achievement in Jordan: findings from the Third International Mathematics and Science Study (TIMSS) (2004, background): “Students’ beliefs about the reasons for their success will determine whether this assumption is true (Weiner, 2000), and influence their motivation (Dweck, 1999).”