Cori Zarem
Drs. Berg and Taff
OT 762
October 10th, 2011
Attribution Theory
Theorist(s): Bernard Weiner, Fritz Heider
Attribution Theory argues that people search for explanations for events and their outcomes.
People seek to answer the question “why?” by understanding the antecedents of a behavior or
event (why people do what they do). In this theory, people seek to attribute factors to success or
failure in order to effectively master themselves and their environment (Learning Theories, 2011;
Weiner, 1985). This theory is intended for use in any setting, but has particular implications for
students in the context of academic motivation. More specifically then, this theory can be used to
understand how people explain success or failure, or to what they attribute success or failure.
Attributions (determined causes of an event or behavior) can be understood as combinations of
three sets of characteristics: locus of the cause (internal v. external), stability of the cause
(changing v. unchanging), and control (can the cause be altered or is the actor unable to control
the cause). There are eight combinations of these characteristics, which can be understood in
context of four factors related to motivation and education: ability (of the actor), task difficulty,
effort (of the actor), and luck (Weiner, 1985; Weiner, 2010).
Theoretical position
Function-Dysfunction
 Ability to determine causal factors relating to success or failure, thus increasing
motivation and resulting in effective management of self and the environment
o Ability to perceive and observe behavior or event
o Ability to determine intentionality of behavior or event
o Ability to determine internal and/or external causes of behavior or event
o Ability to determine locus of the cause (internal v. external), stability of the cause,
and responsibility for the cause.
 Inability to determine causal antecedents and factors determining success or failure,
resulting in decreased motivation to achieve and decreased mastery of the self and
environment
o Ability to perceive and observe behavior or event
o Ability to determine intentionality of behavior or event
o Ability to determine internal and/or external causes of behavior or event
o Inability to determine locus of the cause (internal v. external), stability of the
cause, and responsibility for the cause.
Postulates of change
 People will attempt to analyze their environment so as to maintain a positive self-image
o Successes are due to internal factors (ability, effort, etc.)
o Failures are due to external factors (task difficulty, luck, etc.)
 A person’s perception of causes for success will determine the effort they later invest in
the performance of a task
Cori Zarem
Drs. Berg and Taff
OT 762
October 10th, 2011
Teaching principle
Method: a token economy system is put in place where students receive a reward for completing
assignments.
Solution: this increases incentive for students to complete their homework according to
guidelines, with the understanding that it is within their control to complete the assignment and
earn the reward.
Product: this results in a student who is motivated to learn due to the causes of their success
being internal (effort), unstable (can change depending on completion or non-completion of the
work) and controllable (within the student’s control to exert the effort). This also increases selfefficacy of the student in the academic setting.
Research of how this has been applied to teaching; suggest teaching strategies
Many studies have been conducted examining the use of attribution and attributional analysis in
the classroom. From the basic perceptions educators form about their students based on culture
(Reyna, 2008) to the punishments they use to modify behavior (Reyna and Weiner, 2001),
research has shown that teachers and students alike modify effort in their task based on
difficulty, the control they have over the situation, and the stability of the variables (e.g. student
behavior and likelihood of change based on cultural stereotypes). Studies have also shown that
certain tactics such as ignoring misbehaving students or strict grading curves are less effective at
motivating students to achieve academically and put forth appropriate effort to succeed (Purdue,
n.d.) Research also shows that in new settings (such as transition from high school to college),
those who attribute success to factors like ability (internal) or task difficulty, they are more likely
to succeed and put forth appropriate effor to achieve success. When they attribute failures to
amount of effort (internal), or lack thereof, or luck, they are also more likely to modify these
factors, if possible, to persist and succeed in the task (Perry, Stupnisky, Daniels & Haynes, 2008;
Weiner, 2008).
References:
Learning Theories Knowledgebase (2011). Attribution theory (Weiner). Retrieved from:
http://www.learning-theories.com/weiners-attribution-theory.html.
Perry, R.P., Stupnisky, R.H., Daniels, L.M. and Haynes, T.L. (2008). Attributional (explanatory)
thinking about failure in new achievement settings. European Journal of Psychology of
Education, 23(4), 459-474.
Purdue University (n.d.). Attribution theory. Retrieved from:
http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy5/edpsy5_attribution.htm.
Reyna, C. (2008). Ian is intelligent but Leshaun is lazy: Antecedents and consequences of
attributional stereotypes in the classroom. European Journal of Psychology of Education, 23(4),
439-458.
Cori Zarem
Drs. Berg and Taff
OT 762
October 10th, 2011
Reyna, C. and Weiner, B. (2001). Justice and utility in the classroom: An attributional analysis of
the goals of teachers’ punishment and intervention strategies. Journal of Educational
Psychology, 93(2), 309-319.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion.
Psychological Review, 92(4), 548-573.
Weiner, B. (2008). Reflections on the history of attribution theory and research: People,
personalities, publications, problems. Social Psychology, 39(3), 151-156
Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of
ideas. Educational Psychologist, 45(1), 28-36.