An Attributional Analysis of Personal and Interpersonal Motivation for Collaborative Projects

Autor/inn/en	Peterson, Sarah E.; Schreiber, James B.
Titel	An Attributional Analysis of Personal and Interpersonal Motivation for Collaborative Projects
Quelle	In: Journal of Educational Psychology, 98 (2006) 4, S.777-787 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Attribution Theory; Student Motivation; Cooperation; Undergraduate Students; Cooperative Learning; Likert Scales; Expectation; Interpersonal Communication; Psychological Studies; Measures (Individuals); Performance Factors + Suchen Sie Ihr Suchwort? Schulische Motivation; Co-operation; Kooperation; Kooperatives Lernen; Likert-Skala; Expectancy; Erwartung; Interpersonale Kommunikation; Messdaten; Leistungsindikator
Abstract	Attribution theory provides a framework for examining personal and interpersonal motivation for collaborative projects. Undergraduates were asked to read vignettes concerning student dyads engaged in collaborative projects. The vignettes systematically varied on outcome of the project, student self-ability, student self-effort, partner ability, and partner effort. Participants responded to Likert items measuring personal affect of shame, guilt, and pride; interpersonal affect of pity, anger, and gratitude; and expectations for performance on future projects. Ability and effort attributions were expected to lead to different emotional consequences and future expectations, because they differ on the dimensions of controllability and stability. Overall, student motivation was tied more closely to effort than ability. Specific results are discussed within the framework of attribution theory. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10