En este trabajo se somete a prueba un modelo global sobre la teoría atribucional de la motivación de Weiner en contextos reales de aula. Los datos se obtienen secuencialmente en una muestra de 324 sujetos de Educación Secundaria, con una edad media de 14 años. Se emplea una metodología causal y multivariada con análisis de estructuras de covarianza. Los resultados muestran poco apoyo al modelo inicial. Se cuestiona el papel determinante de las atribuciones y dimensiones causales.
Get full access to this article
View all access options for this article.
References
1.
AlonsoJ. (1983). Atribución de la causalidad y motivación de logro: Estudio evolutivo de la utilización de información en la realización de juicios de atribuciones. Estudios de Psicología, 16, 13–27.
2.
AlonsoJ. (1984). Atribución de causalidad y motivación de logro desde una perspectiva evolutiva. Evidencia empírica. Infancia y Aprendizaje, 26, 31–46.
3.
AlonsoJ. (1992). Motivar en la adolescencia: Teoría, evaluación e intervención.Madrid: Ediciones de la Universidad Autónoma de Madrid.
4.
AlonsoJ.MateosM.MonteroI. (1986). Evaluación de los estilos atributivos en la enseñanza media: El cuestionario EMA-II. Revista de Ciencias de la Educación, 126, 211–246.
5.
AverillJ. A. (1982). Anger and aggression.Nueva York: Springer Verlag.
6.
Bar-TalD.GolbergM.KnaaniA. (1984). Causes of success and failure and their dimensions as a function of SES and gender: a phenomenological analysis. British Journal of Educational Psychology, 54 (1), 51–61.
7.
BentlerP. M. (1990). EQS. Structural equations program manual.Los Angeles, CA: BMDP Statistical Software.
8.
BlumenfeldP. C.PintrichP. R.MeeceJ.WesselsK. (1982). The formation and role of self-perceptions of ability in elementary classrooms. Elementary School Journal, 82, 401–420.
BuenoJ. A. (1991a). Cuestionario JABA I.Madrid: Departamento de Psicología Evolutiva y de la Educación, Universidad Complutense.
11.
BuenoJ. A. (1991b). CuestionarioJABA II.Madrid: Departamento de Psicología Evolutiva y de la Educación, Universidad Complutense.
12.
CastejónJ. L.NavasL.SampascualG. (1993a). Modelos estructurales sobre la teoría atribucional de la motivación. Revista de Psicología General y Aplicada, 46 (3), 293–305.
13.
CastejónJ. L.NavasL.SampascualG. (1993b). Un análisis de las relaciones entre variables socio-cognitivas y el rendimiento académico. EnBeltránJ.DomínguezP.BermejoV.TocinoA. (Eds.), Líneas actuales en la intervención psicopedagó gica II: Variables personales y psicosociales (pp. 1240–1253). Madrid: Departamento de Psicología Evolutiva y de la Educación. Universidad Complutense.
14.
CovingtonM. V.OmelichC. L. (1979). Are causal attributions causal?. A path analysis of the cognitive model of achievement motivation. Journal of Personality and Social Psychology, 31 (9), 1487–1504.
15.
CovingtonM. V.OmelichC. L. (1984a). The trouble with pitfalls: a reply to Weiner's critique of attribution research. Journal of Educational Psychology, 16 (6), 1199–1213.
16.
CovingtonM. V.OmelichC. L. (1984b). An empirical examination of Weiner's critique of attribution research. Journal of Educational Psychology, 16 (6), 1214–1225.
17.
FontaineG. (1974). Social comparison and some determinants of expected personal control and expected performance in a novel task situation. Journal of Personality and Social Psychology, 29, 487–496.
18.
FriezeI. H. (1976). Causal attributions and information seeking to explain success and failure. Journal of Research in Personality, 10, 293–305.
19.
GrahamS. (1991). A view of Attribution Theory in achievement contexts. Educational Psychology Review, 3 (1), 5–39.
20.
GrahamS.DoubledayC.GuarinoP. (1984). The development of relations between perceived controllability and the emotion of pity, anger, and guilt. Child Development, 55, 561–565.
21.
HarterS.ConnellJ. P. (1984). A model of children's achievement and related self-perceptions of competence, control, and motivational orientation. Advances in Motivation and Achievement, 3, 219–250.
22.
HeilmanM. E.GuzzoR. A. (1978). The perceived causes of work success as a mediator of sex discriminations in organizations. Organizational Behavior and Human Performance, 21, 346–357.
23.
HewstoneM. (1989). Attribution theory and research: Fundamental questions. EnHewstoneM. (Ed.), Causal attribution (pp. 30–70). Oxford: Basil Blackwell.
24.
HewstoneM.AntakiC. (1990). Teoría de la atribución y explicaciones sociales. EnHewstoneM.StroebeW.CodolJ. P.StephensonG. M. (Eds.), Introducción a la Psicología Social. Una perspectiva europea (pp. 121–148). Barcelona: Ediciones Ariel S.A. (Original en inglés de 1988).
25.
IckesW.LaydenM. A. (1978). Attributional styles. EnHarveyJ.IckesW.KiddR. F. (Eds.), New directions in attribution research (pp. 119–152). Hillsdale: Lawrence Erlbaum Associates.
26.
InagiT. (1977). Causal adscription and expectancy of success. Japanese Psychological Research, 19, 23–30.
27.
JagacinskiC. M.NichollsJ. G. (1984). Conception of ability and related affects in task-involvement and ego-involvement. Journal of Educational Psychology, 76, 909–919.
28.
KojimaM. (1984). A study of causal attribution in achievement-related behavior: An analysis both in the experimental and in the educational setting. Journal of Child Development, 20, 20–30.
29.
MarshH. W. (1984). Relationship among dimensions of self-attribution. Dimensions of self-concept and academic achievement. Journal of Educational Psychology, 16 (6), 1291–1308.
30.
MarshH. W.CairnsL.RelichJ.BarnesJ.DebusR. L. (1984). The relationship between dimensions of self-attribution and dimensions of self-concept. Journal of Educational Psychology, 76 (1), 3–32.
31.
MonteroI.AlonsoJ. (1992). Achievement motivation in high school: contrasting theoretical models in the classroom. Learning and Instruction, 2, 43–57.
32.
NavasL.CastejónJ. L.SampascualG. (1993). ¿Son las atribuciones causales determinantes del rendimiento académico? El papel de las atribuciones y las expectativas. Psicologemas, 7, 14, 153–177.
33.
NavasL.CastejónJ. L.SampascualG. (1996). Un modelo causal dd rendimiento académico en la E.S.O. desde perspectivas cognitivo motivacionales.Cartagena: Ediciones Faro.
34.
PancerS. M.EiserJ. R. (1977). Expectations, aspirations, and evaluations as influenced by another's attributions for success and failure. Canadian Journal of Behavioral Science, 9, 252–264.
35.
RelichJ. D.DebusR. L.WalkerR. (1986). The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes. Contemporary Educational Psychology, 11, 195–216.
36.
RestS.NierenbergR.WeinerB.HeckhausenH. (1974). Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation. EnWeinerB. (Ed.), Achievement motivation and attribution theory (pp. 133–139). Morristown: General Learning Press.
37.
SchmidtG.WeinerB. (1988). An Attribution-affect-action theory of behaviour: Replications of judgments of help-giving. Personality and Social Psychology Bulletin, 14 (3), 610–621.
38.
SchunkD. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22, 208–220.
39.
StipekD. J. (1983). A developmental analysis of pride and shame. Human Development, 26, 42–54.
40.
UgurogluM. E.WalbergH. I. (1979). Motivation and achievement: A quantitative synthesis. American Educational Research Journal, 16, 375–389.
41.
ValleV. A.FriezeI. H. (1976). Stability of causal attributions as a mediator in changing expectations for success. Journal of Personality and Social Psychology, 33, 579–587.
42.
WeinerB. (1974). Achievement motivation and attribution theory.Morristown: General Learning Press.
43.
WeinerB. (1983). Some methodological pitfalls in attributional research. Journal of Educational Psychology, 74, 530–543.
44.
WeinerB. (1986). An attributional theory of motivation and emotion.Nueva York: Springer-Verlang.
45.
WeinerB. (1988). Attribution theory and attributional therapy: Some theoretical observations and suggestions. British Journal of Clinical Psycology, 27, 99–104.
46.
WeinerB. (1990). Searching for the roots of applied attribution theory. EnGrahamS.FolkesV. S. (Eds.), Attribution theory: Aplications to achievement, mental health, and interpersonal conflict (pp. 1–13). Hillsdale: Lawrence Erlbaum Associates.
47.
WeinerB. (1992). Human motivation. Metaphors, theories and research.California: Sage Publications.
48.
WeinerB. (1995). Judgments of responsibility. A foundation for a theory of social conduct.Nueva York: The Guilford Press.
49.
WeinerB.GrahamS.ChandlerC. (1982). Causal antecedents of pity, anger and guilt. Personality and Social Psychology Bulletin, 8, 226–232.
50.
WeinerB.HandelS. (1985). Anticipated emotional consequences of causal communications and reported communications and strategy. Developmental Psychology, 21, 102–107.
51.
WeinerB.KuklaA. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1–20.
52.
WeinerB.NierenbergR.GoldsteinM. (1976). Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success. Journal of Personality, 44, 52–68.
53.
WeinerB.RussellD.LermanD. (1978). Affective consequences of causal ascriptions. EnHarveyJ. H.IckesW.KiddR. F. (Eds.), New directions in attribution research (Vol. 2, pp. 59–90). Hillsdale: Lawrence Erlbaum Associates.
54.
WeinerB.SieradJ. (1975). Misattribution for failure and enhacement of achievement strivings. Journal of Personality and Social Psychology, 31, 415–421.
55.
WickerF. W.PayneG. C.MorganR. D. (1983). Participants' descriptions of guilt and shame. Motivation and Emotion, 7, 25–39.
