Getting the Job: Attributional Retraining and the Employment Interview1

This study examined the effectiveness of attributional retraining (AR) in an employment interview setting. Our sample consisted of 50 co‐operative education students completing job interviews who were randomly assigned to a control or writing‐based AR condition. Dependent measures included attributions, expectations, and affect, as well as behavior with respect to an interview skills workshop, and actual employment outcomes. Results showed AR to promote controllable failure attributions, expectations, motivated behavior, and interview success, particularly among participants with maladaptive baseline attributions. Findings further revealed AR effects on emotions mediated by post‐treatment attributions. Implications for attribution theory and research on AR in employment settings are discussed.     

Who's to blame? Narcissism and self‐serving attributions following feedback

The study examined the relationship between narcissism, performance attributions, and negative emotions following success or failure. As expected, narcissistic individuals showed more self‐serving attributions for their performance in an intelligence test than less narcissistic individuals: compared with less narcissistic individuals, narcissists revealed a stronger tendency to attribute success to ability and failure to task difficulty. In contrast to this, less narcissistic participants tended to show the opposite pattern by ascribing failure, but not success, to their ability. Additionally, anger and depression could be predicted by an interaction of performance feedback and performance attributions. Mediation analyses revealed that the attribution dimensions ‘task difficulty’ and ‘ability’ mediated the effect of narcissism on anger and depression following failure feedback. The results provide support for the theoretical assumption that attributional processes might, at least to some extent, explain the often reported relation between narcissism and negative emotions following failure. Copyright © 2003 John Wiley & Sons, Ltd.     

Emotion and the Ultimate Attribution Error

The influence of specific emotions (fear and anger) on the ultimate attribution error was investigated. Participants were recruited from an undergraduate population. There were 420 participants (156 male) with a mean age of 19.26 years. Participants took part in an online study. The study identified participants’ political in-groups (Democrat or Republican), induced them to feel an emotion (fear, anger, or neutral), and asked them to make an attribution (dispositional or circumstantial control) for the good or bad behaviors of Democratic or Republican politicians. Results revealed an ultimate attribution error (participants made in-group favoring/out-group derogating attributions), and an influence of emotion over the pattern of attributions made within this attribution error. The hypothesis that the valence of emotions influences attributions within the ultimate attribution error was supported. No support was found for the hypothesis that appraisal dimensions of emotions influence attributions within the ultimate attribution error. Theoretical implications and future directions were discussed.     

Injury Representations,Coping, Emotions,and Functional Outcomes in Athletes With Sports‐Related Injuries: A Test of Self‐Regulation Theory1

This study examined the influence of injury representations on emotions and outcomes of athletes with sports‐related musculoskeletal injuries using self‐regulation theory. Participants were athletes (N= 220; M age = 23.44 years, SD= 8.42) with a current sports‐related musculoskeletal injury. Participants self‐reported their cognitive and emotional injury representations, emotions coping procedures, physical and sports functioning, attendance at treatment centers, and 3‐week follow‐up attendance. Participants’ negative and positive affect were influenced by emotional representations. Identity, causal attributions, and emotional representations influenced physical functioning; and identity, serious consequences, causal attributions, and emotional representations predicted sports functioning. Injury severity, identity, and personal control predicted attendance at treatment centers, but the effect of personal control was mediated by problem‐focused coping. Problem‐focused coping predicted 3‐week follow‐up attendance. Results support self‐regulation theory for examining injury representations in athletes.     

Adolescents' self‐attributed moral emotions following a moral transgression: Relations with delinquency,confidence in moral judgment and age

The study investigates adolescents' self‐attributed moral emotions following a moral transgression by expanding research with children on the happy‐victimizer phenomenon. In a sample of 200 German adolescents from Grades 7, 9, 11, and 13 (M = 16.18 years, SD = 2.41), participants were confronted with various scenarios describing different moral rule violations and asked to judge the behaviour from a moral point of view. Subsequently, participants' strength of self‐evaluative emotional reactions was assessed as they were asked to imagine that they had committed the moral transgression by themselves. Results indicate that the intensity of self‐attributed moral emotions predicted adolescents' self‐reported delinquent behaviour even when social desirability response bias was controlled. Further, as adolescents' metacognitive understanding of moral beliefs developed, self‐attributed moral emotions and confidence in moral judgment became more closely associated. No general age‐related change in adolescents' self‐attributed moral emotions was found. Overall, the study provides evidence for a coordination process of moral judgment and moral emotion attributions that continues well beyond childhood and that corresponds with the more general notion of the formation of a moral self in adolescence.     

Who's to blame? The role of power and attributions in susceptibility to match-fixing

ObjectiveOfficial reports and anecdotal evidence suggest that people with power frequently put pressure on athletes to fix a match. Therefore, it is assumed that athletes may attribute their involvement to this pressure. The present study was designed to investigate the role that power, attributions and moral emotions may play in the decision to fix a match.MethodTeam and individual sport athletes (N = 427) competing in five European countries participated in a quasi-experimental vignette design. Participants completed eight vignettes manipulating power, source of attributions and stability of attributions. Match-fixing susceptibility and five discrete anticipated moral emotions (guilt, shame, pride, indifference, anger) were measured.ResultsThe results of the analyses demonstrated that athletes are perceived to be most susceptible to match-fixing when the reason is related to a stable attribute of the individual (e.g., enjoying gambling, having a betting problem). However, participants reported also being susceptible to match-fixing when power is high. Anticipated emotions negatively predicted match-fixing susceptibility and mediated the effect of attributions and power on match-fixing susceptibility.ConclusionThe findings provide information on the interplay between attributions, power and anticipated emotions in predicting match-fixing susceptibility, and the determinants of match-fixing susceptibility. This will be of benefit to policy makers, sporting organizations and researchers in developing policies and interventions to protect athletes from being vulnerable to match-fixing requests.     

Body-related state shame and guilt in women: Do causal attributions mediate the influence of physical self-concept and shame and guilt proneness

Guided by the process model of self-conscious emotions, this study examined whether physical self-concept (PSC) and shame and guilt proneness were associated with body-related self-conscious emotions of state shame and guilt and if these relationships were mediated by attributions of stability, globality, and controllability. Female participants (N = 284; Mean age = 20.6 ± 1.9 years) completed measures of PSC and shame and guilt proneness before reading a hypothetical scenario. Participants completed measures of attributions and state shame and guilt in response to the scenario. Significant relationships were noted between state shame and attributions of globality and controllability, and shame proneness, guilt proneness, and PSC. Similar relationships, with the additional predictor of stability, were found for state guilt. Mediation analysis partially supported the process model hypotheses for shame. Results indicate PSC and shame proneness are important in predicting body-related emotions, but the role of specific attributions are still unclear.     

Children's Trait and Emotion Attributions in Socially Ambiguous and Unambiguous Situations

Children's attributions about story characters in ambiguous and unambiguous social situations were assessed. One hundred and forty-four 6–7-year-olds and 10–11-year-olds heard about actors who slighted a recipient intentionally or for an undetermined reason and then made causal attributions about the events, an emotion attribution about the recipient, and global personality attributions about the actors and recipient. Relations between perceived self-competence and attribution style were also assessed. Participants were more likely to make negative causal attributions in the unambiguous condition and with increasing age. Older girls and younger boys were more likely than other groups to attribute negative emotions to the recipient. Overall, participants perceived recipients positively and actors negatively. Perceived self-competence was positively correlated with actor attributions, although these differed by age and gender. Implications for children's psychosocial adjustment are discussed.     

Emotion and the Self-Serving Bias

The influence of specific emotions (guilt and revulsion) on the self-serving bias was investigated. Participants were recruited from an undergraduate population. There were 360 participants (132 male) with a mean age of 19.41 years. Participants took part in an online study, which involved taking a ten-question test, completing an emotional induction, receiving test feedback, and making an attribution for test performance. Results revealed a significant effect of feedback (p < 0.001) indicating the self-serving bias. Results also revealed a significant effect of emotion over this self-serving bias. Both guilty and revolted participants made less self-enhancing attributions for success (p = 0.04), and less self-protecting attributions for failure (p = 0.006). The hypothesis that the valence of specific emotions influences the self-serving bias was supported. No support was found for the hypothesis that the appraisal dimensions of specific emotions influence the self-serving bias. Theoretical and practical implications are discussed.     

Proud Americans and lucky Japanese: cultural differences in appraisal and corresponding emotion

Appraisal theories of emotion propose that the emotions people experience correspond to their appraisals of their situation. In other words, individual differences in emotional experiences reflect differing interpretations of the situation. We hypothesized that in similar situations, people in individualist and collectivist cultures experience different emotions because of culturally divergent causal attributions for success and failure (i.e., agency appraisals). In a test of this hypothesis, American and Japanese participants recalled a personal experience (Study 1) or imagined themselves to be in a situation (Study 2) in which they succeeded or failed, and then reported their agency appraisals and emotions. Supporting our hypothesis, cultural differences in emotions corresponded to differences in attributions. For example, in success situations, Americans reported stronger self-agency emotions (e.g., proud) than did Japanese, whereas Japanese reported a stronger situation-agency emotion (lucky). Also, cultural differences in attribution and emotion were largely explained by differences in self-enhancing motivation. When Japanese and Americans were induced to make the same attribution (Study 2), cultural differences in emotions became either nonsignificant or were markedly reduced.     

Attributions for Health‐Related Physical Activity

Tenets of Weiner's (1985, 1986 ) attribution theory were examined in the context of being active enough for health benefits, including associations between attributions, emotions, and future expectations. Participants completed questionnaires assessing activity, perceived success/failure to be active enough for health benefits, attributions, emotions, and future expectancy. Perception of being active enough for health benefits was associated with more internal, personally controllable, and stable attributions. Support was found for relationships between perceived outcome and emotions, but not for attributions and emotions. Finally, a positive relationship was found between stability of attributions and certainty of achieving similar future activity outcomes. Given the interest in promoting activity for health, examining attributions for being sufficiently active for health may be considered an important advance.     

The contributions of goal characteristics and causal attributions to emotional experience in youth sport participants

Objectives. To examine the role of causal attributions, goal importance, and goal discrepancy as predictors of discrete emotions in youth sport settings. More specifically, causal attributions and goal characteristics were examined in an actual performance test and a natural competitive setting. Both direct effects and moderator models were tested.Method. Two studies were conducted. In the first study, 130 adolescent soccer players completed the Leger fitness test, as well as measures of goal importance and objective goal discrepancy, and the CDSII to assess causal dimensions PANAS-X to assess emotions. In the second study, 174 adolescent swimmers and track and field athletes participated in sport-specific competitions. Participants completed the same battery of questionnaires as in the first study with the exception that a measure of subjective goal discrepancy replaced objective goal discrepancy.Results. Results showed general consistency across studies. Both causal dimensions and goal characteristics (importance and discrepancy) showed direct effects in the prediction of emotion. However, there was no support for theoretical links between causal dimensions and specific emotions. Little support was found for a moderator model examining the interactions among and between goal characteristics and causal dimensions. In addition, subjective performance discrepancy was a much stronger predictor of emotion in the second study compared with objective performance discrepancy in the first study.Conclusions. Although causal attributions and goal characteristics are important predictors of emotion, there was little support for the theoretical model proposing an interaction among these variables in the experience of emotion for youth sport participants.     

Infrahumanization or familiarity? Attribution of uniquely human emotions to the self, the ingroup, and the outgroup

People attribute more secondary emotions to their ingroup than to outgroups. This effect is interpreted in terms of infrahumanization theory. Familiarity also could explain this differential attribution because secondary emotions are thought to be less visible and intense than primary ones. This alternative explanation to infrahumanization was tested in three studies. In Study 1, participants attributed, in a between-participants design, primary and secondary emotions to themselves, to their ingroup, or to an outgroup. In Study 2, participants answered for themselves and their ingroup or for themselves and an outgroup. In Study 3, participants made attributions to the ingroup or a series of outgroups varying in terms of familiarity. The data do not support an explanation in terms of familiarity. The discussion centers on conditions not conducting to infrahumanization.     

Attributions of Responsibility in Cases of Sexual Harassment: The Person and the Situation1

When observers learn about a case of sexual harassment, it is common for them to assign responsibility to the victim and perpetrator. However, attributions of responsibility are complex judgments often based on variables beyond the case's details (e.g., attitudes). The present study examined how victim response, victim and perpetrator gender, and participant gender and gender‐role attitudes influenced participants' attributions. Victim and perpetrator responsibility were measured before and after participants knew the victim's reaction in order to examine whether new information would alter participants' attributions. Consistent with previous research, gender differences were found for attributions and attitudes. Victim and perpetrator gender did not affect attributions. However, biases appeared in open‐ended responses. Finally, only females made distinctions of responsibility across victim reaction condition.     

Variation in black anti-white bias and target distancing cues: factors that influence perceptions of "ambiguously racist" behavior

Experiment 1 indicated that when the White supervisor's negative treatment of a Black subordinate was unconstrained, participant race had no impact on attributions. Conversely, when the treatment was constrained, Black participants reported greater racist attributions than did White participants. Experiment 2 indicated that when the supervisor reported no response or a minimal negative response (i.e., indicating that he did not support his actions) after his negative treatment of the Black subordinate, Black participants reported greater racist attributions than did White participants. Conversely, when the supervisor's negative treatment was followed by a more extreme negative response, participant race had no impact on attributions. Experiment 3 indicated that Black participants were less likely than White participants to perceive a minimal negative response as reflecting a White supervisor's lack of support for his negative actions. Conversely, participant race had no impact on attributions of a Black supervisor's negative actions.     

An investigation of the link between attributional judgments and stereotype‐based judgments

Three experiments investigated the relationship between the attributions made for stereotype‐relevant behavior and stereotype‐based judgments. In Experiment 1 participants were presented with a short scenario describing a single stereotypic behavior and were given either a situational or a dispositional explanation for the behavior, before evaluating both the target and the group as a whole on stereotype‐based dimensions. As predicted, participants given a situational explanation for the stereotypic behavior described in the target and the group in less stereotype‐based terms than did baseline participants. In Experiment 2 and 3 participants were presented with a short scenario describing either a single stereotypic or counter‐stereotypic behavior but were asked to provide an explanation for the behavior, rather than being given one. As predicted, stereotypic behavior was attributed more strongly to dispositional than situational factors and counter‐stereotypic behavior more strongly to situational than dispositional factors. No overall moderation of group‐based beliefs relative to baseline was seen in either experiment. Correlations between the attributions and stereotypic‐based judgments did, however, show a relationship between the strength of the attributions made for the behaviors and stereotype‐based judgements. Implications for the moderation of stereotype‐based judgments are discussed. Copyright © 2000 John Wiley & Sons, Ltd.     

Developing Moral Emotion Attributions in Happy Victimizer Task: Role of Victim Information

Previous happy victimizer (HV) studies have shown that preschool and early elementary school children attribute happy emotions to the violator of moral rules. This study examines the effects of information pertaining to the victim in HV stories on children's emotion attributions. In Study 1, 55 children (aged 5–6 and 7–8 years) participated. Participants heard three types of stories: (a) victim sadness resulting from a character's wrongdoing (normal HV story); (b) victim happiness resulting from a character's wrongdoing (non‐canonical HV story); and (c) victim sadness resulting from an accident (accident story). The children were required to infer the victimizer's feelings and to justify their attributions. Children demonstrated more positive emotion attributions for non‐canonical HV stories than the normal and accident versions. In Study 2, 57 children (aged 5–6 and 7–8 years) judged two types of HV tasks (a story featuring a younger child as victim and a normal HV story). Both groups demonstrated more negative emotion attributions for the young victim stories than the normal HV stories, indicating that children's judgment varied according to contexts and different information in determining emotion attributions.     

Moral emotions and the development of the moral self in childhood

Researchers have been emphasizing the importance of moral emotions for young children's moral self. However, the relationship between children's moral self and moral emotions has never been investigated empirically. The present study examined the relationship between children's self-representations about (im)moral behaviour and moral emotions attributions in a sample of 132 elementary-school children (M _age = 8.39 years, SD = 2.50). Participants were presented a newly developed moral self measure, along with a measure of moral emotion attributions. Two dimensions of children's moral self-concept were identified: preference for prosocial behaviour and avoidance of antisocial behaviour. Results revealed a slight decrease in preference for prosocial behaviour with age, as well as an increased correlation between preference for prosocial behaviour and moral emotion attributions. Overall, findings suggest that moral emotions do not play a pivotal role for young children's moral self-concept. Children's moral self-concept becomes increasingly coordinated with moral emotions as they approach adolescence.     

It's all good: Children's personality attributions after repeated success and failure in peer and computer interactions

The present study examined children's use of behavioural outcome information to make personality attributions in social and non‐social contexts. One hundred and twenty‐eight 3‐ to 6‐year‐olds were told about a story actor who engaged in primarily successful or primarily unsuccessful interactions with several different people (social context) or several different computers (non‐social context). Subsequently, children made behavioural predictions and trait attributions about the actor. Findings indicated that participants were more likely to use past information to make behavioural predictions and trait attributions when hearing about primarily successful than primarily unsuccessful interactions, although there were age‐related differences in trait attribution as a function of success and trait type. There was no support for differential use of information across contexts, as participants' predictions and attributions were similar regardless of hearing about interactions with computers or humans. Factors involved in the development of impression formation are discussed.