Variations in Stress Responses as a Function of Cognitive and Personality Variables

Morgan, Charles H.; Owen, Dean W.; Miller, Arden; Watts, Martha L.

doi:10.2466/pr0.1986.59.2.575

Cited by 8 publications

(3 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In their theory of learned helplessness, Seligman and his colleagues (e.g., Abramson et al, 1978;Peterson & Seligman, 1984;Seligman & Elder, 1986) have examined explanatory style as a risk factor for depression. According to the theory, depression is more likely to occur in individuals who routinely make internal, stable, and global (i.e., generalizations of causal explanations over situations) attributions for failure; and recent research is beginning to show that this causal belief is relevant to achievement events as well (Anderson, 1983;Compas, Forsythe, & Wagner, 1988;Follette & Jacobson, 1987;Metalsky et al, 1982;Morgan, Owen, Miller, & Watts, 1986;Peterson & Barrett, 1987;Peterson, Colvin, & Lin, 1992;Petiprin & Johnson, 1991).…”

mentioning

confidence: 99%

Attributional style, attributional retraining, and inoculation against motivational deficits

Struthers

Perry²

1996

Social Psychology of Education

View full text Add to dashboard Cite

College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk. Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time. Findings are discussed within Weiner's (1985, 1986) attribution theory.In attempting to achieve their academic goals, many students will experience an array of negative events including poor test performances. Fortunately, most students have the capacity to withstand successfully the deleterious consequences of negative experiences. These students are easily encouraged following minor setbacks and generally view poor performances as surmountable. Such individuals appear to be buffered from motivational deficits following negative academic events (e.g.; Weiner, 1986). Several interventions exist that can potentially assist students in overcoming these setbacks. One relatively recent remedial intervention rooted in attribution theory is attributional retraining (Forsterling, 1985;Perry, Hechter, Menec, & Weinberg, 1993;Weiner, 1988). AN ATTRIBUTIONAL PERSPECTIVEAccording to Weiner's (1986) attributional theory, students who are confronted with a poor performance on a test search for the cause(s) of the event. Knowing the cause(s) of an outcome allows students to understand the situation and influences their motivation and behavior. The attributions for performance outcomes (e.g., ability, effort) can be classified along three causal dimensions that form a taxonomic structure: locus locates the cause of an event either within a person (intemal) or outside a person (external); stability distinguishes between causes that vary over time (unstable) and causes that do not (stable); and controllability differentiates causes that can be volitionally controlled (controllable) versus those that cannot be altered (uncontrollable). Depending on the attribution that is u...

show abstract

mentioning

confidence: 99%

Attributional style, attributional retraining, and inoculation against motivational deficits

Struthers

Perry²

1996

Social Psychology of Education

View full text Add to dashboard Cite

show abstract

“…Those dimensions include hardiness (Florian, Mikulincer, & Taubman, 1995;Kobasa, 1979;Rhodewalt and Agustdottir, 1984;Rhodewalt & Zone, 1989;Wiebe & Williams, 1992); Type A personality (Smith & Rhodewalt, 1986); locus of control (Anderson, 1977;Fame, Sebellico, Gnugnoli, & Coralio, 1992;Jorgensen & Johnson, 1990;Parkes, 1984;Vitaliano, Russo, & Maiuro, 1987); general self-efficacy, helplessness (Jerusalem, 1992;Morgan, Owen, Miller, & Watts, 1986); traits less relevant for control such as sensation seeking (Horvath & Zuckerman, 1992); trait negative/positive affectivity (Elliot, Chartrand & Harkins, 1994); insecurity (Martin & Lee, 1992); depression-prone personality types (Mongrain & Zuroff, 1989); and extraversion and neuroticism (Gallagher, 1990). We conceptualize a dispositional appraisal dimension related to, but not synonymous with, these dimensions.…”

mentioning

confidence: 99%

Prediction of stress appraisals from mastery, extraversion, neuroticism, and general appraisal tendencies

Hemenover

Dienstbier

1996

Motiv Emot

View full text Add to dashboard Cite

“…Although responses to stressful situations are relatively stable over time (Andreasen, 1984;Tice, 1992), not everyone who experiences an event perceives it as equally stressful (Morgan, Owen, Miller, & Watts, 1986). In general, however, undesirable events are more likely to lead to elevated levels of stress than are either desirable or ambiguous events (Zautra, Guarnaccia, Reich, Bruce, & Dohrenwend, 1986).…”

Section: Life Events and Stressmentioning

confidence: 98%

Chronic negative circumstances and compulsive buying: consumer vulnerability after a natural disaster

Sneath

Lacey

Kennett‐Hensel

2014

Journal of Global Scholars of Marketing Science

View full text Add to dashboard Cite

This research is composed of two cross-sectional studies that examine the lingering emotional distress associated with a natural disaster and extend the understanding of its impact on consumption attitudes and behaviors when victims are confronted with additional challenges. The first study examines victims' (n ¼ 426) depression-induced impulsive and compulsive buying after Hurricane Katrina; the second investigates how the recession has exacerbated victims' (n ¼ 191) lingering stress and depressive states, and the effects of these on consumption. These historical events provide a unique opportunity to extend the life event and disaster research and to examine the relationship between negative events and specific consumer behaviors. Results indicate that, years later, compulsive buying has not subsided, and the adversity brought on by the recession appears to have contributed to extended depressive states. Implications for marketers and public policy makers are discussed, as they relate to how vulnerable consumers cope with negative life events.

show abstract

Variations in Stress Responses as a Function of Cognitive and Personality Variables

Cited by 8 publications

References 19 publications

Attributional style, attributional retraining, and inoculation against motivational deficits

Attributional style, attributional retraining, and inoculation against motivational deficits

Prediction of stress appraisals from mastery, extraversion, neuroticism, and general appraisal tendencies

Chronic negative circumstances and compulsive buying: consumer vulnerability after a natural disaster

Contact Info

Product

Resources

About