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.     

Re‐examining the effects of noncontingent success on self‐handicapping behaviour

Background: Self‐handicapping refers to the practice on the part of certain individuals to handicap their performance when poor performance is likely to reveal low ability. Noncontingent success (feedback that is inflated relative to performance) is more likely to promote self‐handicapping behaviour than noncontingent failure (failure feedback based on false or misleading information). However, the reasons for the differing effects of these forms of performance feedback on self‐handicapping behaviour remain obscure. Aims: The present study sought an explanation for the differing effects of these forms of performance feedback, testing the assumption that students high in self‐handicapping behaviour would react more negatively following noncontingent success, reporting more unstable and external attributions, higher anxiety, and a greater propensity to claim handicaps than those low in self‐handicapping behaviour. No differences were expected on any of these measures for high relative to low self‐handicappers following either noncontingent failure or success. Sample: Participants were 72 undergraduate students, divided equally between high and low self‐handicapping groups. Method: High and low self‐handicappers were assigned to one of three performance feedback conditions: noncontingent failure, success and noncontingent success. High and low self‐handicappers were then given an opportunity to claim handicaps prior to completing measures of attributions and state anxiety. Subsequently, they completed 12 remote associate tasks, serving as an assessment of performance, and 16 unicursal tasks, assessing practice effort. Results: Following noncontingent success, high self‐handicappers reported greater anxiety, more unproductive attributions and claimed more handicaps than low self‐handicappers. However no differences were evident for high and low self‐handicappers following either noncontingent failure or success. High self‐handicappers also performed poorly on the remote associates tasks and reduced practice effort on the unicursal tasks.     

The role of feedback, casual attributions, and self-efficacy in goal revision

An important issue in work motivation is how, when, and why individuals revise their goals up or down over time. In the current study, the authors examine feedback, causal attributions, and self-efficacy in this process. Although self-efficacy has frequently been suggested as a key explanatory variable for goal revision, its role has yet to be directly evaluated. Additionally, although attributions have been shown to influence goal revision following failure, the extent to which attributions influence goal revision following success remains unclear. In the current study, the authors address these issues by experimentally manipulating goal progress via performance feedback and tracking the resulting changes in self-efficacy and goal revision over time. In so doing, the authors also address several interpretive ambiguities present in the existing research. Results support the hypothesized model, finding that performance feedback and attributions interactively influenced self-efficacy, which in turn influenced goal revision. These results suggest that interventions targeting attributions, and self-efficacy more directly, may have meaningful influences on goal setting and pursuit, particularly following feedback.     

Older (but not younger) preschoolers understand that knowledge differs between people and across time

We examined 3‐ to 5‐year‐olds' understanding of general knowledge (e.g., knowing that clocks tell time) by investigating whether (1) they recognize that their own general knowledge has changed over time (i.e., they knew less as babies than they know now), and (2) such intraindividual knowledge differences are easier/harder to understand than interindividual differences (i.e., Do preschoolers understand that a baby knows less than they do?). Forty‐eight 3‐ to 5‐year‐olds answered questions about their current general knowledge (‘self‐now’), the general knowledge of a 6‐month‐old (‘baby‐now’), and their own general knowledge at 6 months (‘self‐past’). All age groups were significantly above chance on the self‐now questions, but only 5‐year‐olds were significantly above chance on the self‐past and baby‐now questions. Moreover, children's performance on the baby‐now and self‐past questions did not differ. Our findings suggest that younger preschoolers do not fully appreciate that their past knowledge differs from their current knowledge, and that others may have less knowledge than they do. We situate these findings within the research on knowledge understanding, more specifically, and cognitive development, more broadly.     

Antecedents and consequences of reactions to developmental 360° feedback

This study investigated the factors that influence leaders’ reactions to 360° feedback and the relationship of feedback reactions to subsequent development activities and changes in leader behavior. For leaders with low ratings, those who agreed with others about their ratings were less motivated than those who received low ratings and over rated themselves. For leaders with high ratings, agreement between self and other did not influence their motivation. Individuals with more favorable attitudes toward using feedback were more motivated following feedback. We found minimal support for hypothesized relationships between personality characteristics and reactions to feedback. Leaders’ reactions to feedback were not related to the number of follow-up activities they reported, but were related to the degree of change in ratings over time.     

Motivational Effects of Outcome Feedback on Motor Performance

This study examined the effects of success and failure feedback on subsequent motor performance. Based upon the general motivation (or level-of-aspiration) hypothesis, initial success should lead to better subsequent performance than does initial failure, while the reverse prediction was derived from the cognitive dissonance theory. To test these rival hypotheses, two experiments were conducted on undergraduate male students (n =120) performing a motor maze task. Initial failure improved subjects’ subsequent performance, thus supporting the dissonance theory. However, this effect was observed only under low-ego-involving conditions, thereby suggesting that the effects of dissonance and ego involvement are interdependent. The findings were discussed in terms of motivational and informational/attributional effects of outcome feedback on motor performance.     

Defensive externality and blame projection following failure.

This study focuses upon the relationship between internal-external control and defensive blame projection. Trust was used as a moderator variable for making differential predictions concerning the behavior of two subgroups of externals: defensive externals, whose externality is presumed to reflect primarily a verbal technique of defense, and congruent externals, whose externality reflects a more genuine belief that most outcomes are determined by forces beyond their personal control. As predicted, defensive externals showed a stronger tendency than did congruent externals and internals to resort to blame projection following failure at an achievement task. There were no group differences in attribution following task success. Defensive externals were found to be more responsive to negative feedback than were congruent externals.     

Assisting failure‐prone individuals to navigate achievement transitions using a cognitive motivation treatment (attributional retraining)

Transitions to novel achievement settings are often accompanied by unfamiliar learning conditions and unanticipated failure that undermine how individuals adapt to such situations. For first‐year students, the transition to college is imbued with adverse learning conditions that can result in decreased motivation and academic performance. This study examined the efficacy of a motivation‐enhancing treatment, attributional retraining (AR), to assist students who are at risk because of a high‐failure avoidance orientation (tendency to maintain self‐worth by avoiding failure). For high‐ (but not low) failure avoidance students, AR fostered an adaptive psychological mindset (course grade expectations, judgments of course responsibility) and better academic performance (course grade, grade point average). Findings suggest the utility of AR to offset the negative effects of a high‐failure avoidance self‐worth orientation.     

The influence of performance feedback on goal-setting and mental effort regulation

Goal-setting and mental effort investment may be influenced by the perception of success or failure. The aim of the current study was to investigate the dynamics of motivational intensity model using false performance feedback. Forty participants performed a demanding cognitive task over five successive (5 min) blocks. Participants received performance feedback of either progressive success or progressive failure. A number of psychophysiological variables were used to index mental effort investment and emotion, including: HRV components, blood pressure, skin conductance level, EEG, and facial EMG. Subjective estimates of mood, workload and motivation were also collected alongside performance measures. The success group experienced positive affect and a less pronounced decline in subjective motivation in response to a perception of successful achievement. In contrast, feedback of failure led to adverse changes in mood/motivation, but did not lead to the absolute withdrawal of effort, although trends in the psychophysiological data suggest that participants in the failure group were on the verge of abandoning the task. The implications of these findings are discussed within the context of goal-setting and effort regulation models.     

Self-serving biases: The role of perspective-taking

This research explores the role of perspective taking in self-serving biases. Assisted by a confederate, 80 subjects performed an impression-formation task and were given either success or failure bogus feedback. One week later, half of the subjects watched their performance on videotape and provided causal attributions (‘observers’). The other half simply gave causal attributions (‘actors’). Thus, the experiment employed a modified version of the actor/observer paradigm with one group of subjects taking the perspective of observers (‘observers’) and one group of subjects keeping their original perspective (‘actors’). The aim of this study was to test whether the change of perspective would increase dispositional causal attributions both in success and failure conditions. Results showed that subjects gave greater causal weight to internal factors (ability, effort) and less causal weight to external factors (task characteristics, collaboration with the partner) in the success than in the failure condition. Moreover, in a direct comparison task, subjects attributed a greater percentage of responsibility to themselves than to their partner in the success than in the failure condition. However, the type of perspective produced no significant effects, but showed an attenuation of self-serving biases for observers as compared to actors. A motivational explanation of the results is proposed.     

Self-esteem and the effects of success and failure feedback n performance

High and low self-esteem subjects received success or failure feedback regarding their performance on a task described as measuring their sensitivity to other people. Presumably as part of another study, changes in their self-perceptions regarding sensitivity to others were assessed, as well as changes in their performance on a different task Changes in self-perception were greater when the feedback was consistent with subjects' overall level of self-evaluation Task performance following failure was poorer than that following success HSE subjects performed better following success feedback, and LSE subjects performed more poorly following failure There were no significant performance changes for the HSE-failure and LSE-success subjects. The degree of change in self-perception of sensitivity to others was highly correlated with the magnitude of performance changes     

Is Self‐Determined Functioning a Universal Prerequisite for Motive–Goal Congruence? Examining the Domain of Achievement in Three Cultures

ABSTRACT Research has shown that capacity for accessing implicit motives promotes congruence between the implicit and the explicit motivational system: Individuals able to test a conscious goal for its fit with their implicit motivation commit themselves more fully to self‐congruent goals. However, it has not yet been shown whether this is a universal phenomenon or limited to Euro‐American cultures in which individual needs are less strictly constrained by the social environment than in other cultural contexts. Thus, the present study examined whether self‐determination interacts with the implicit achievement motive to predict how much importance individuals from Cameroon, Germany, and Hong Kong ascribe to achievement goals. Moreover, the importance ascribed to goals should indirectly predict life satisfaction via success in goal realization. Results showed that the associations described above are valid in all three cultural groups and are discussed in terms of their implications for the universal processes characterizing motivation.     

Motivation effects of attributions, expectancy, and achievement motivation during the learning of a novel motor task

Several cognitive motivational theories including achievement motivation, attribution theory, and a test of expectancy for future success were linked to explain and predict psychomotor performance. Sixty high- and 60 low-need-achieving male high school students were randomly placed into success and failure feedback conditions, and performance scores on a lever-positioning apparatus were assessed. Following each block of performance trials, fictitious feedback in the form of success and failure information was given, and then each subject rated attribution and expectancy questionnaires. Expectancies for future performance improved more following success than after failure and were generally predicted by attributions to stable elements. Although trends were present, performance scores were unaffected by these cognitive beliefs. However, a significant prediction of performance was obtained when stepwise multiple regression procedures were used with constant error as the criterion variable. The factors of expectancy and luck significantly predicted performance.     

Locus of control and effects of failure on perfomance and perceived competence

Reactions to related performance feedback of 117 internal and external eighth-grade children were investigated under conditions which made denial of personal responsibility for outcomes difficult. Both internals and externals were equally pleased by success feedback and displeased by failure and their competence judgement was influenced by the feedback received. However, internals exhibited more effective coping with failure than did externals. They improved their performance following failure feedback relatively more than after success and no external feedback conditions, and their percieved competance did not decrease in comparison with externals.     

The influence of perceived accountability and outcome interdependence on goals and effort

Self‐regulatory processes are central to achievement contexts, as individuals spend much of their time in these situations pursuing goals. This study investigated the effects of accountability and outcome interdependence on goal and effort regulation over time. Participants completed five task trials, reporting goals and intended effort prior to each trial and receiving performance feedback after each trial. Hierarchical linear modeling analyses indicated that there was a positive within‐person relationship between performance and subsequent goals. More importantly, findings indicated that the performance–goal relationship was moderated by accountability and the performance–effort relationship was moderated by outcome interdependence. These results reveal that the goal and effort regulation patterns observed in prior studies are influenced by common social contextual factors, leading to different patterns of self‐regulation.     

Persistent high self-focus after failure and low self-focus after success: the depressive self-focusing style

Two studies were conducted to assess the spontaneous self-focusing tendencies of depressed and nondepressed individuals after success and failure. Based on a self-regulatory perseveration theory of depression, it was expected that depressed individuals would be especially high in self-focus after failure and low in self-focus after success. The results of Experiment 1 suggested that immediately after an outcome, both depressed and nondepressed individuals are more self-focused after failure than after success. This finding led us to hypothesize that differences between depressed and nondepressed individuals in self-focus following success and failure emerge over time. Specifically, immediately following an outcome, both types of individuals self-focus more after failure because of self-regulatory concerns. However, over time, depressed individuals persist in higher levels of self-focus after failure than after success, whereas nondepressed individuals shift to the opposite, more hedonically beneficial pattern. The results of Experiment 2 provided clear support for these hypotheses. Theoretical implications of these results were discussed.     

Power,Leadership, and Self‐Regulation

Power has been linked to both self‐regulatory success and failure. Power typically aids self‐regulation of task performance by making people motivated and goal‐oriented. However, because people’s self‐regulatory resources are limited, as powerful people exert effort on their focal tasks, they may fail to self‐regulate in other domains. This type of goal myopia may lead to detriments in impulse control. Wielding power, by making decisions and leading subordinates, can deplete people’s self‐regulatory resources, making subsequent acts of self‐control more difficult.     

Recruiting source effects: A test of two alternative explanations

This field study examined two alternative explanations for recruitment source effects which have been consistently reported in previous studies. For this sample of 98 social service workers, the ‘ realism’ explanation for source differences received more empirical support than the ‘ individual difference ’ explanation. Employee referrals were found to have more realistic expectations than individuals who responded to newspaper ads or directly applied to the organization. In addition, recruitment source was found to be related to employee performance and involuntary turnover. The authors suggest an, as yet, unexamined individual difference variable (motivation) as a possible explanation for the unexpected performance findings.     

Orientation,Outcome, and Other-Serving Attributions

In this research, I examined the role of a communal orientation in producing other-serving attributional biases often found in jointly produced performance tasks. I hypothesized that the other-serving attributional responses, which are commonly found in dyadic decision-making tasks, originate from dispositional qualities that reflected an other-oriented construal of the self. Subjects completed a Communal Orientation Scale that purports to measure a dispositional tendency toward communal relationships with others. Next, they participated in a joint decision-making task with a partner for which they were given success or failure feedback. Then, subjects attributed responsibility for that performance. Results support the dispositional orientation hypothesis. Subjects who scored high in a communal orientation toward others gave more credit to their partners after a successful performance and blamed them less following failure. Attributions to the self remained unaffected by communal orientation. Implications of these data for future work in the areas dyadic interaction and cross-cultural attributions are considered.     

The effects of collaboration and punishment on prospective memory performance in a group setting

Remembering to perform a delayed intention is termed prospective memory (PM). Often delayed intentions are shared by more than one person; however, there is a dearth of studies examining PM in social settings. We aimed to investigate whether the potential consequences of one's behavior across diverse group settings influence PM performance in event‐ and time‐based tasks. A total of 207 participants were randomly allocated to either an individual, collaborative, or collaborative plus penalty motivation condition and were tested in a 2‐ or 3‐person setting. For the time‐based PM task, participants responded less timely in the individual motivation condition, whereas there was no difference between the collaborative motivation conditions. No significant effects were found for motivation condition on the event‐based task or for group size on PM performance. Analyses of ongoing task performance revealed that participants' attention allocation policies change depending on how individuals prioritize the ongoing and PM tasks.