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Abstract

The present study examined the effect of perceived problem-solving ability (self-identified effective and ineffective) operationalized by Heppner and Petersen's Problem Solving Inventory (PSI) and random feedback (success vs. failure) on participants' attributions. A total of 30 female and 30 male teacher trainees who had scored in the top and bottom distribution of the PSI dealt with three unexpected classroom disruptions during a lecture presentation. After their presentation, they received randomized feedback concerning their performance during disruptions. Following feedback, they completed Baumgardner's Attribution Questionnaire (AQ). Results indicated a significant PSI x Feedback interaction for ability and effort but not for task difficulty and luck. Perceived efficacious problem solvers' internal attributions depended on whether they received success or failure feedback. Similar to the self-enhancing tendency reported in the literature, this group attributed success versus failure more to ability and effort. The perceived ineffective problem solvers' attributions did not differ based on the feedback they received. Results are discussed in terms of prior research and theory.

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Perceived Effective Problem Solvers' Attributions Concerning Success and Failure of a Simulated Real-Life Problem

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