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Dans cette étude, on a examiné l'influence de l'état des attributions et le style attributionnel (AS) sur la persistance à court-terme d'un échec perçu à une tâche de putting. 101 élèves débutants en golf ont participé à cette recherche. Deux épreuves de 8 putts ont été interrompues chacune pendant trois minutes. Durant cette période, on a mesuré la persistance individuelle en comptant le nombre de fois que le sujet essayait de putter. L'analyse des résultats montre que le style attributionnel influence la persistance à court-terme contrairement à l'état des attributions. Les sujets ayant un AS "fort contrôle personnel" font montre de plus de persistance que ceux ayant un AS "faible contrôle personnel". Ces résultats confirment ceux obtenus lors de recherches antérieures sur les bénéfices motivationnels d'un style attributionnel "optimiste" dans des situations d'échec lors de la réalisation d'une tâche. Des attributions instables sont particulièrement bénéfiques aux sujets ayant un AS externe/incontrôlable. Ces derniers ont un niveau significativement plus élevé de persistance que les sujets ayant un AS externe/incontrôlable mais qui ont fait des attributions causales stables.This study investigated the influence of state-attributions and attributional style (AS) on short-term persistence in a putting task during perceived failure. Participants were 101 novice golf students. Two trials of eight putts each were interrupted by a 3-minute free period during which individual persistence was measured by calculating the number of putts attempted in the free period. Analyses revealed that attributional style influenced short-term putting persistence but stateattributions did not. Participants with a "high personal control" AS showed greater persistence than those with a "low personal control" AS, which supports past research on the positive motivational benefits of a more "optimistic" attributional style in task failure situations. Moreover, unstable attributions were particularly protective for individuals with an external/uncontrollable AS, in that they promoted significantly higher levels of persistence than was shown by external/ uncontrollable AS individuals who made stable causal attributions.

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This experiment examined the effects of a single attributional feedback on causal attributions, expectations, and free-practice with novice participants in a golf putting task during perceived failure. Participants were randomly assigned to one of the three treatment groups: (1) internal, controllable, unstable attributional feedback; (2) external, uncontrollable, stable attributional feedback; (3) nonattributional feedback. Participants completed four test trials consisting of six putts each. Each trial was followed by a free-time period of 2 minutes, a measure of expectations and free-practice. The results showed that it is possible to modify in a functional or dysfunctional way, (a) novice participants' attributions about perceived failure, (b) expectations, and (c) free-practice behaviors.Attributions are specific causes such as effort, task difficulty, ability, or luck that are generated to explain an outcome, event, or behavior (Weiner, 1985). Causal attributions vary along a number of dimensions that are "intrinsic properties" of the cause, and it is the dimensions of attributions that play a key role in the motivation of behavior (e.g., Försterling, 1985;Weiner, 1985). Three empirically substantiated attributional dimensions are: (1) "Locus of causality" which refers to whether a cause is perceived to reside within (internal) or is external to the (target) person; (2) "Personal controllability" which refers to whether a cause is perceived to be within (controllable) or beyond (uncontrollable) the target person's control; and (3) "Stability" which refers to whether a cause is considered to be temporary (unstable) or longlasting (stable) (Weiner, 1985).In achievement contexts, attributional research has focused on understanding the links between attributional dimensions and the improvement or deterioration of future performance (see Perry, Hall, & Ruthig, 2005, for a review). According to Weiner (1992), "if causal attributions do influence achievement strivings, then a change in attributions should produce a change in behaviour" (p. 264). "Attributional retraining" research has triggered numerous applications in sport and academic contexts aimed at modifying individuals' problem behaviors by modifying their causal attributions about successes and failures, with promising results (e.g.,