Weiner, B. (1979). A Theory of Motivation for Some Classroom Experiences. Journal of Educational Psychology 71 (1): 3-25.
Analysis
This review article examines theories of motivation that may help to explain various academic behaviors. One of the more prominent theories presented is the attribution theory. This theory is based on the assumption that the search for understanding and comprehension is the primary source of motivation. For example, it might be common place for a student to speculate as to why the obtained a certain letter grade or level of teacher satisfaction. Diener & Dweck, (1978) propose that there is a subset of students known as mastery-oriented students who do not engage in attribution making. Weiner (1979) however, disagrees with this hypothesis and ascertains that even mastery-oriented students participate in some level of attribution.
This article also describes various causes of student success and failure that often can be associated with the attribution theory. The most commonly perceived determinants of success or failure include ability, effort, task difficulty and luck. While these determinants maybe the most common, these of course vary widely both among individuals and cross-culturally. For example, patience and tact are commonly attributed to success in such countries as Greece, Japan, and India.
Another construct of attribution theory is that of causality. Within the dimension of causality there is both internal and external influences. Rotter (1966) proposes that locus of control is one-dimensional with the cause being either solely internal or external. Weiner (1979) disagrees with this concept and instead suggests that there are three dimensions of causality that include locus, control, and stability. Locus can be either internal or external. Stability can be defines as either unstable or stable. For example, family environment may be stable while mood and effort may fall on a continuum. It should be noted however, that in some cases the perceptions of stability may fluctuate. Control is the final dimension, which can be categorized as controllable versus uncontrollable (See Table II).
Weiner (1979) devotes a significant portion of this review article discussing the consequences of these causal properties. The stability dimension is the change in expectancy following success or failure. For example, if one obtains success or failure under certain conditions as long as those conditions remain intact, than one can anticipate the same achievement outcome. The locus dimension of causality has implications regarding self-esteem. If one believes that it is their ability that results in a positive outcome than self-esteem is maintained or improved. The author points out that no matter the source of the locus, as long as there is a successful outcome than a positive emotional response will follow. Perceived control dimension relates to helping, evaluation, and liking. In any given situation, who or what is responsible for the outcome. Situational control is often linked to how we as outsiders perceive a situation either positively or negatively. For example, as a student, we are more likely to help a student obtain notes who legitimately missed class because of a family emergency as opposed to simply over-sleeping.
Summary
Throughout the article there was a variety of sources implicated in achievement related contexts. The main perceived causes of success and failure is ability and effort. These causes can be broken down into the dimensions of stability, locus, and control. These dimensions are often linked to expectancy changes, interpersonal judgment, and esteem issues. In addition, there is also a strong link between these dimensions and psychological effects.
Discussion Questions