Causal attribution and affective response as mediated by task performance and self-acceptance

Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their...

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Bibliographic Details
Published inPsychological reports Vol. 75; no. 3 Pt 2; p. 1555
Main Authors Green, T D, Bailey, R C, Zinser, O, Williams, D E
Format Journal Article
LanguageEnglish
Published United States 01.12.1994
Subjects
Adult
Affect
Aptitude
Educational Status
Feedback
Female
Humans
Internal-External Control
Male
Personality Inventory
Self Concept
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Summary:Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.
ISSN:0033-2941
DOI:10.2466/pr0.1994.75.3f.1555