Attributional Determinants of Reactions to Performance in Academic Situations

Abstract

30 college students, divided into two groups as a function of their level of achievement motivation, were asked to evaluate 80 possible academic situations involving all possible combinations of the following: grade (A, B, C, D, F), ability (high-low), effort (high-low), task difficulty (high-low), and lucky (lucky-unlucky). For each situation they indicated: (a) their emotional reaction on a pride—shame dimension, (b) their liklihood of taking an advanced course, and (c) their expected grade in an advanced course. The results indicated that grades were the most powerful determinant of Ss' reactions. The remaining factors, especially ability and effort, were important in conjunction with having received a high grade particularly among those Ss high in achievement motivation.

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