Attributions for Successful and Unsuccessful Health Behavior Change

Schoeneman, Thomas J.; Curry, Susan

doi:10.1207/s15324834basp1104_5

Cited by 23 publications

(24 citation statements)

References 13 publications

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“…Evidence for this bias in sport has been inconsistent (Mullen & Riordan, 1988;Van Raalte, 1994). Schoenemann and Curry (1990) suggested that attributions immediately following an event might indeed reflect the self-serving bias. These authors further suggested that in time, however, people tend towards personal changeability, wherein they take personal responsibility for both successes and failures, but in a way that makes failure reversible and under personal control.…”

Section: Implications For Practicementioning

confidence: 99%

Attribution in sport psychology: seeking congruence between theory, research and practice

Rees

Ingledew

Hardy

2005

Psychology of Sport and Exercise

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Section: Implications For Practicementioning

confidence: 99%

Attribution in sport psychology: seeking congruence between theory, research and practice

Rees

Ingledew

Hardy

2005

Psychology of Sport and Exercise

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“…One of the more difficult behaviors to change has been the adoption and maintenance of regular physical activity (Stephens & Casperson, 1994). One of the more difficult behaviors to change has been the adoption and maintenance of regular physical activity (Stephens & Casperson, 1994).…”

mentioning

confidence: 99%

“…Three causal dimensions, locus of causality, stability, and controllability, have been shown to underlie raw causal attributions, and a number of studies exist that have employed such an attributional framework to understand health behavior change (e.g., Eiser, van der Pligt, Raw, & Sutton, 1985;McAuley, Poag, Gleason, & Wraith, 1990;Michela & Wood, 1986;Schoeneman & Curry, 1990 990) reported motivational and time-management attributions to be the most commonly reported reasons for attrition from exercise, with middle-aged adult subjects reporting internal, unstable, and personally controllable attributions. Such an understanding is largely an attributional endeavor, and attribution theory is at the essence of most cognitive and behavioral change.…”

mentioning

confidence: 99%

An Attributional Perspective on African American Adults' Exercise Behavior¹

Minifee

McAuley

1998

J Applied Social Pyschol

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The present study examined attributional patterns for successful and unsuccessful exercise behavior change in a sample of African American adults. Subjects typically reported the primary causes of successful exercise change to be of a motivational and personal nature, whereas attributions for unsuccessful change were primarily concerned with time management. Multivariate analyses indicated successes being attributed to internal, stable, and personally controllable causes, and failures to internal, unstable, and personally controllable causes. Stable attributions in the successful group were significantly correlated with expectations for continued maintenance, and unstable attributions were significantly related with expectations for future behavior change in the unsuccessful group. The findings are discussed with respect to attributional approaches to improving exercise and health behavior change.

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“…Several studies, both education related (Meyer & Koelbl, 1982;Schoeneman & Curry, 1990) and non-education related (Roberts & Pascuzzi, 1979), have validated the dimensions proposed by Weiner's model. In a study conducted by Schoeneman and Curry (1990), 466 undergraduate students attributed the causal factors of their behavior changes to three dimensions: internal, unstable, and controllable.…”

Section: Empirical Evidence Supporting the Categorization Of Factorsmentioning

confidence: 80%

“…In a study conducted by Schoeneman and Curry (1990), 466 undergraduate students attributed the causal factors of their behavior changes to three dimensions: internal, unstable, and controllable. Roberts and Pascuzzi (1979) conducted an experiment and asked 346 college students to identify causal factors that contributed to the outcomes of various sports situations.…”

Section: Empirical Evidence Supporting the Categorization Of Factorsmentioning

confidence: 99%

Academic Success Factors: An IT Student Perspective

Zhang

Aasheim

2011

JITE:Research

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Executive SummaryNumerous studies have identified causal factors for academic success. Factors vary from personal factors, such as cognitive style (McKenzie & Schweitzer, 2001), to social factors, such as culture differences (Aysan, Tanrıöğen, & Tanrıöğen, 1996). However, in these studies it is researchers who theorized the causal dimensions and hypothesized the causal factors. Students were passive objects used to test the theories or to validate the hypotheses. Each researcher may have developed his or her own scheme of causal structure. These structures are not necessarily identical among researchers nor are they the same as those of students. This study has two objectives. The first is to combine the factors that contribute to academic success that have been identified in the literature and to unify them under a single framework. This is achieved by reviewing the existing literature on academic success and on categorization of academic success factors in order to develop the framework.The second objective is to add the IT student perspective to the framework. That is to find out what factors are perceived by students as relevant to their academic success and to determine which are the most important. To this end, two surveys were administered to IT students. In the first survey, students identified causal factors related to their own academic success. In the second survey, students ranked factors according to importance. Students did not list any factors that had been previously presented in research. However, they did identify them at a more detailed level (for example, literature might look at effort as a factor, where students listed several activities that involve effort). However, students did not list some factors as important to their success that had been previously identified in the literature, most notably intelligence.The detailed results for the two surveys are presented and discussed. Recommendations are made for institutions and faculty based on the results obtained.

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Attributions for Successful and Unsuccessful Health Behavior Change

Cited by 23 publications

References 13 publications

Attribution in sport psychology: seeking congruence between theory, research and practice

Attribution in sport psychology: seeking congruence between theory, research and practice

An Attributional Perspective on African American Adults' Exercise Behavior¹

Academic Success Factors: An IT Student Perspective

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Attributions for Successful and Unsuccessful Health Behavior Change

Cited by 23 publications

References 13 publications

Attribution in sport psychology: seeking congruence between theory, research and practice

Attribution in sport psychology: seeking congruence between theory, research and practice

An Attributional Perspective on African American Adults' Exercise Behavior1

Academic Success Factors: An IT Student Perspective

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Product

Resources

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An Attributional Perspective on African American Adults' Exercise Behavior¹