Consistency and variability in causal attributions and coping with stress

Compas, Bruce E.; Forsythe, Carolyn J.; Wagner, Barry M.

doi:10.1007/bf01176192

Cited by 100 publications

(60 citation statements)

References 26 publications

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“…This finding is consistent with the developmental emergence of coping in the general population (Band, & Weisz, 1988;Compas et al, 1991;Compas et al, 1988). Cognitive efforts to alter negative emotions require complex metacognitive skills and are likely to be difficult for adults with mild ID.…”

Section: Discussionsupporting

confidence: 77%

“…Coping follows a predictable developmental course within the general population (Compas, Forsythe, & Wagner, 1988;Compas et al, 2001), and this may provide insight into the coping strategies of adults with mild ID. Within Active coping, Problem-Focused and EmotionFocused coping strategies are generated more often during earlier stages of development than Support Seeking coping, which requires purposeful efforts to utilize others to identify solutions to stressful events or alter negative affect (e.g., Ayers et al, 1996;Landolt, Vollrath, & Ribi, 2002;Spirito, Stark & Knapp, 1992).…”

Section: Active and Avoidant Copingmentioning

confidence: 99%

“…Band, & Weisz, 1988;Compas, Banez, Malcarne, & Worsham, 1991;Compas et al, 1988). Metacognitive skills such as flexible, abstract thinking and focused attention are difficult for adults with mild ID (e.g., Baroff & Olley, 1999;Sturmey, 2004).…”

Section: Active and Avoidant Copingmentioning

confidence: 99%

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Coping Strategies of Adults with Mild Intellectual Disability for Stressful Social Interactions

Hartley

MacLean

2008

Journal of Mental Health Research in Intellectual Disabilities

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Adults with mild intellectual disability (ID) experience stressful social interactions and often utilize maladaptive coping strategies to manage these interactions. We investigated the specific types of Active and Avoidant coping strategies reported by 114 adults with mild ID to deal with stressful social interactions. Open-ended responses to a sentence stem task were coded into five dimensions of Active and Avoidant coping. Adults with mild ID used Problem-Focused coping most frequently and this strategy was negatively correlated with psychological distress. Emotion-Focused coping was used infrequently but was also negatively related to psychological distress. Coping accounted for a significant portion of variance in psychological distress after controlling for perceptions of stressful social interactions. Findings have important implications for informing the development of interventions to enhance the ability of adults with mild ID to cope with stressful social interactions.

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Section: Discussionsupporting

confidence: 77%

Section: Active and Avoidant Copingmentioning

confidence: 99%

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Coping Strategies of Adults with Mild Intellectual Disability for Stressful Social Interactions

Hartley

MacLean

2008

Journal of Mental Health Research in Intellectual Disabilities

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“…In their theory of learned helplessness, Seligman and his colleagues (e.g., Abramson et al, 1978;Peterson & Seligman, 1984;Seligman & Elder, 1986) have examined explanatory style as a risk factor for depression. According to the theory, depression is more likely to occur in individuals who routinely make internal, stable, and global (i.e., generalizations of causal explanations over situations) attributions for failure; and recent research is beginning to show that this causal belief is relevant to achievement events as well (Anderson, 1983;Compas, Forsythe, & Wagner, 1988;Follette & Jacobson, 1987;Metalsky et al, 1982;Morgan, Owen, Miller, & Watts, 1986;Peterson & Barrett, 1987;Peterson, Colvin, & Lin, 1992;Petiprin & Johnson, 1991).…”

mentioning

confidence: 99%

Attributional style, attributional retraining, and inoculation against motivational deficits

Struthers

Perry²

1996

Social Psychology of Education

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College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk. Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time. Findings are discussed within Weiner's (1985, 1986) attribution theory.In attempting to achieve their academic goals, many students will experience an array of negative events including poor test performances. Fortunately, most students have the capacity to withstand successfully the deleterious consequences of negative experiences. These students are easily encouraged following minor setbacks and generally view poor performances as surmountable. Such individuals appear to be buffered from motivational deficits following negative academic events (e.g.; Weiner, 1986). Several interventions exist that can potentially assist students in overcoming these setbacks. One relatively recent remedial intervention rooted in attribution theory is attributional retraining (Forsterling, 1985;Perry, Hechter, Menec, & Weinberg, 1993;Weiner, 1988). AN ATTRIBUTIONAL PERSPECTIVEAccording to Weiner's (1986) attributional theory, students who are confronted with a poor performance on a test search for the cause(s) of the event. Knowing the cause(s) of an outcome allows students to understand the situation and influences their motivation and behavior. The attributions for performance outcomes (e.g., ability, effort) can be classified along three causal dimensions that form a taxonomic structure: locus locates the cause of an event either within a person (intemal) or outside a person (external); stability distinguishes between causes that vary over time (unstable) and causes that do not (stable); and controllability differentiates causes that can be volitionally controlled (controllable) versus those that cannot be altered (uncontrollable). Depending on the attribution that is u...

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“…Yapılan araştırmalarda, bireylerin sahip olduğu kişilik özelliklerinin stresle başaçıkma stratejilerini etkilediği rapor edilmektedir (Parkes, 1986;Compas, Forsydhe & Wagner, 1988;Hahn, 2000). Diğer yandan günümüzde daha çok kabul gören ve üzerinde araştırmalar yapılan stres teorileri, başaçıkma becerilerinin ve stres karşısında verilen tepkilerin genellikle bireysel farklılıklara göre değiştiği tezine dayanmaktadır (Burns & D"Zurilla, 1999).…”

Section: Tartişma Ve Yorumunclassified

Investigation of the Coping Styles of University Students with Stress According to the Social Skill Levells and Perception of Happiness

Karahan¹

2006

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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Consistency and variability in causal attributions and coping with stress

Cited by 100 publications

References 26 publications

Coping Strategies of Adults with Mild Intellectual Disability for Stressful Social Interactions

Coping Strategies of Adults with Mild Intellectual Disability for Stressful Social Interactions

Attributional style, attributional retraining, and inoculation against motivational deficits

Investigation of the Coping Styles of University Students with Stress According to the Social Skill Levells and Perception of Happiness

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