To examine relationships between causal dimensions and affects in academic achievement, 87 college students were asked to complete a questionnaire, designed to assess their reactions to the outcome of a midterm examination. The questionnaire consisted of two kinds of measures, causal dimensions and affects. Multiple regression analysis showed the relations of attributional dimensions and the midterm examination outcome to the affective reactions; these results were discussed.
Get full access to this article
View all access options for this article.
References
1.
ForsythD. R.McMillanJ. H. (1981) Attributions, affect, and expectations: a test of Weiner's three-dimensional model, Journal of Educational Psychology, 73, 393–403.
2.
OverwalleF. V.MervieldeI.De SchuyterJ. (1995) Structural modelling of the relationships between attributional dimensions, emotions, and performance of college freshmen. Cognition and Emotion, 9, 59–85.
3.
RussellD. (1982) The Causal Dimension Scale: a measure of how individuals perceive causes, Journal of Personality and Social Psychology, 42, 1137–1145.
4.
RussellD.McAuleyE. (1986) Causal attributions, causal dimensions, and affective reactions to success and failure. Journal of Personality and Social Psychology, 50, 1174–1185.
5.
WeinerB.RussellD.LermanD. (1979) The cognition-emotion process in achievement-related contexts, Journal of Personality and Social Psychology, 37, 1211–1220.
