TY - JOUR
AU - Weiner, Bernard
AB - ATTRIBUTION THEORY, ACHIEVEMENT MOTIVATION, AND THE EDUCATIONAL PROCESS Bernard Weiner1 University of California, Los Angeles The influence of functionalism on psychology in part fostered and sustained the behavioristic and neobehavioristic movements in America. It was argued that only the study of overt behavior would reveal how an organism is able to adapt to its environment. Unfortunately, this point of view overlooked the functional significance of cognitive processes and phenomenal experience, and cognitive functionalism never matured to the extent of behavioral functionalism. One recent development in psychology, labeled attribution theory, indicates, however, that the study of cognitive functionalism is very much alive (see Jones, Kanouse, Kelley, Nisbett, Valins, & Weiner, in press). Attribution theorists investigate the perception of causality, or the judgment of why a particular incident occurred. The allocation of responsibility manifestly guides subsequent behavior. For example, the belief that a frustrating event was arbitrarily caused may lead to different attitudes and actions than the belief that the event justifiably was brought about (Pastore, 1952). In a similar manner, a report that a movie was enjoyed may give rise t o different movie-going decisions as a function of causal ascriptions to the properties of the entity (good movie) or 
TI - Attribution Theory, Achievement Motivation, and the Educational Process
JF - Review of Educational Research
DO - 10.3102/00346543042002203
DA - 1972-06-01
UR - https://www.deepdyve.com/lp/sage/attribution-theory-achievement-motivation-and-the-educational-process-PrO6ZzGvUM
SP - 203
EP - 215
VL - 42
IS - 2
DP - DeepDyve
ER -