Social Emotions and Personality Inferences: A Scaffold for a New Direction in the Study of Achievement Motivation

Hareli, Shlomo; Weiner, Bernard

doi:10.1207/s15326985ep3703_4

Cited by 134 publications

(152 citation statements)

References 42 publications

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“…If a student attributes their failure to stable factors such as personal ability, they would have a hopeless emotional response and their motivation for success at a later time would decrease (Hareli & Weiner, 2002). Ability is closely related to self-efficacy proposed by Bandura (1977) as people's beliefs about their capability to reach a certain level of achievement.…”

Section: Stable Versus Unstablementioning

confidence: 99%

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Bennett

Olsen

et al. 2018

AJEE

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Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a firstsemester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students' attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students' attributions of homework incompletion according to Weiner's attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student's attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students' reasons for homework incompletion varied across the three dimensions of Weiner's attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.Keywords: Attribution; Motivation; First Year Students; Homework INTRODUCTION ngaging in homework assignments is one of the most important parts of students' out-of-class learning. It is a critical avenue for deepening students' understanding of in-class knowledge, it helps students build their own knowledge system, and in general, homework contributes to overall academic success (Cooper, Robinson, & Patall, 2006;Vatterott, 2009). While participation in homework has been shown to have positive impacts on learning, many educators have difficulty in getting their students to complete assigned homework problems. Research on academic motivation has provided several interventions for encouraging students to complete homework assignments, but this research does little to highlight the reasons why students perform at different levels of homework completion rates in a particular course or to suggest which interventions are most appropriate for these different reasons. This paper discusses a qualitative research study that sought to understand the reasons why students do not complete homework assignments. Using attribution theory as a guiding framework, this study sought to understand the student-defi...

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Section: Stable Versus Unstablementioning

confidence: 99%

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Bennett

Olsen

et al. 2018

AJEE

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“…Hence, attribution theory resembles expectancy-value theories. However, it is well distinguished by its cognitive approach to emotions, and the prominence it gives to them (Hareli & Weiner, 2002).…”

Section: Attribution Theorymentioning

confidence: 99%

The Development of Motivation Research in Educational Psychology: The Transition From Early Theories to Self-Related Approaches

Safdari¹,

Maftoon²

2017

Adv Educ

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Motivation has been one of the earliest concepts of interest in general and educational psychology. Learning is mediated by individuals' reasons and choices to do something or to abstain from it. The current paper is an attempt to summarise and review the development of motivation theories, models and frameworks within educational psychology. It specifically focuses on the emergence of self-related theories in motivation research. The earlier trends and theories such as expectancy-value theories, goal theories, and attribution theories are briefly described and the influential scholars who contributed to these theoretical developments are introduced. Then, the theoretical transition to self-related theories of motivation is highlighted. A general review of self-worth, selfdetermination and self-efficacy theories that stemmed from the concept of self is also provided.

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“…Furthermore, the presentation of adjectives describing personality (prime) together with a person's picture has a significant impact on the subsequent evaluation of that individual (target) (Bargh, 2006). The formation of impressions may also be affected by more general aspects, such as stereotypes (Ramos, García-Marqués, Hamilton, Ferreira, & Van Acker, 2012;Sandal, Bye, & Pallesen, 2012), culture (Lieberman, Jarcho, & Obayashi, 2005;Krys, Hansen, Xing, Szarota, & Yang, 2013), and emotions (Hareli & Weiner, 2002).…”

Section: Introductionmentioning

confidence: 99%

The timely expression of coherence helps cause the right impression

et al. 2017

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<p>An analysis was conducted on the modulating role that the emotional coherence between verbal and non-verbal information plays on the formation of impressions. The study involved 301 subjects who made inferences on a woman’s personality based on verbal information on her life (positive, negative), the emotional coherence between verbal and non-verbal information (coherent, neutral, incoherent), and the type of coding, referring to the moment when the verbal and non-verbal information was presented to them (simultaneously, separately). The results showed that when the information is positive, coherent and the coding has been made separately, the person is perceived to be more stable, pleasant and sociable. The results are discussed, along with their implications for the adaptive processes present in natural contexts.</p>

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Social Emotions and Personality Inferences: A Scaffold for a New Direction in the Study of Achievement Motivation

Cited by 134 publications

References 42 publications

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

The Development of Motivation Research in Educational Psychology: The Transition From Early Theories to Self-Related Approaches

The timely expression of coherence helps cause the right impression

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