Question

Bob explains his failing grade on a term paper by saying that he really didn't work very hard at it. According to Weiner's model, Bob is making an______________ attribution about his failure. A. internal-stable B. internal-unstable C. external-stable D. external-unstable

Short answer

Answer: internal-unstable

Step-by-step solution

Understand Weiner's model

Weiner's model of attribution explains the way individuals attribute the cause of an event or outcome. The model distinguishes between four types of attributions: 1. Internal-Stable: The cause is related to the individual and is constant (e.g., intelligence). 2. Internal-Unstable: The cause is related to the individual but can change (e.g., effort). 3. External-Stable: The cause is outside the individual and is constant (e.g., difficulty of the task). 4. External-Unstable: The cause is outside the individual but can change (e.g., luck).

Understand the scenario

In this scenario, Bob is explaining his failing grade on a term paper by saying that he didn't work very hard. We need to determine what type of attribution this explanation represents.

Identify the attribution type

Bob attributes his failing grade to not working hard on the paper. This explanation represents an internal cause because it involves personal effort rather than external factors. However, it's an unstable cause as the level of effort can vary and change over time. Therefore, Bob's explanation represents an "internal-unstable" attribution.

Choose the correct answer

Based on the above analysis, the correct answer is: B. internal-unstable

Key concepts

Internal-Unstable Attribution

Attribution theory in psychology examines how people interpret events and how this relates to their thinking and behavior. An internal-unstable attribution occurs when an individual believes that their behavior or performance is due to changeable, internal states or efforts. In the case of Bob, who attributes his failing grade to not working hard enough, he is recognizing that his effort, which is a factor that can vary from one situation to another, is the main cause of the outcome.

Unlike traits such as intelligence or personality, which are considered stable over time, effort and motivation can differ between tasks and occasions. This type of attribution is crucial to understand because it implies that an individual can change the outcome by altering their level of effort. Consequently, when someone makes an internal-unstable attribution, they may be more likely to try to improve performance in the future, as they perceive the control to be within their own hands.

Weiner's Model of Attribution

Developed by psychologist Bernard Weiner, Weiner's model of attribution helps to explain how individuals determine the causes of their successes and failures. The model categorizes the causes of behavior into a two-dimensional framework of stability and locus of control. There are four types according to Weiner:

• Internal-Stable (e.g., ability)
• Internal-Unstable (e.g., mood or effort)
• External-Stable (e.g., task difficulty)
• External-Unstable (e.g., luck or chance)

Through this model, it becomes easier to understand why people react differently to similar events based on their attributions. For example, a student who attributes a good exam score to their intelligence (internal-stable) may respond differently from someone who credits their success to a good night's sleep (internal-unstable). Furthermore, Weiner suggested that these attributions could affect future motivation and behavior, hence their importance in educational psychology.

Attribution and Academic Performance

The link between attribution and academic performance is a significant focus within educational psychology. Attributions affect how students perceive their successes and failures, which in turn can influence their motivation and future effort levels.

When students make internal attributions for their successes, like attributing a good grade to the amount of study, they may feel a sense of control that can enhance motivation. Conversely, if they attribute failures to stable and external causes, such as an unfair teacher, they may feel helpless and be less motivated to try harder in the future. Therefore, understanding attribution patterns can help educators design interventions aimed at fostering more adaptive attributions in students. By encouraging attributions to effort (internal-unstable) rather than to fixed intelligence (internal-stable), educators can help students develop a growth mindset, leading to improved academic performance and resilience in the face of challenges.