Attributions, affect, and expectations: A test of Weiner's three-dimensional model.

Abstract

In a test of predictions derived from Weiner's reformulated three-dimensional model of attributions, college students who had performed well or poorly on an examination reported the locus, stability, and controllability of the causes of their performance, their affective reactions, and their expectations. As is consistent with Weiner's model, more positive affective reactions were re-ported by students who (a) felt they controlled the causes of their perfor-mance, (b) attributed success to internal factors or failure to external factors, and (c) attributed their outcomes to factors that were stable, controllable, and internal. Expectations, however, were related more to perceived locus of cause and controllability than to stability. The implications of attributions and perceived control in educational settings are discussed in relation to learned helplessness, expectations, and reactions to failure. Weiner's approach to classroom motiva-tion and experience (Weiner, 1972, 1979, 1980) emphasizes the importance of causal

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