Attribution Theory (B.

Weiner, 1974)

“How the social perceiver uses information to arrive at social explanation of events.”

Attribution theory is concerned with how individuals interpret events and how this relates to
their thinking and behavior. Heider (1958) was the first to propose a psychological theory of
attribution, but Weiner and colleagues (e.g., Jones et al, 1972; Weiner, 1974, 1986) developed
a theoretical framework that has become a major research paradigm of social psychology.
Attribution theory assumes that people try to determine why people do what they do, i.e.,
attribute causes to behavior. A person seeking to understand why another person did
something may attribute one or more causes to that behavior. A three-stage process underlies
an attribution: (1) the person must perceive or observe the behavior, (2) then the person must
believe that the behavior was intentionally performed, and (3) then the person must determine
if they believe the other person was forced to perform the behavior (in which case the cause is
attributed to the situation) or not (in which case the cause is attributed to the other person).

Weiner focused his attribution theory on achievement (Weiner, 1974). He identified ability,
effort, task difficulty, and luck as the most important factors affecting attributions for
achievement. Attributions are classified along three causal dimensions: locus of control,
stability, and controllability. The locus of control dimension has two poles: internal versus
external locus of control. The stability dimension captures whether causes change over time or
not. For instance, ability can be classified as a stable, internal cause, and effort classified as
unstable and internal. Controllability contrasts causes one can control, such as skill/efficacy,
from causes one cannot control, such as aptitude, mood, others’ actions, and luck.

Application
Weiner’s theory has been widely applied in education, law, clinical psychology, and the mental
health domain. There is a strong relationship between self-concept and achievement. Weiner
(1980) states: “Causal attributions determine affective reactions to success and failure. For
example, one is not likely to experience pride in success, or feelings of competence, when
receiving an ‘A’ from a teacher who gives only that grade, or when defeating a tennis player
who always loses…On the other hand, an ‘A’ from a teacher who gives few high grades or a
victory over a highly rated tennis player following a great deal of practice generates great
positive affect.” (p.362). Students with higher ratings of self-esteem and with higher school
achievement tend to attribute success to internal, stable, uncontrollable factors such as ability,
while they contribute failure to either internal, unstable, controllable factors such as effort, or
external, uncontrollable factors such as task difficulty. For example, students who experience
repeated failures in reading are likely to see themselves as being less competent in reading.  
This self-perception of reading ability reflects itself in children’s expectations of success on
reading tasks and reasoning of success or failure of reading.  Similarly, students with learning
disabilities seem less likely than non-disabled peers to attribute failure to effort, an unstable,
controllable factor, and more likely to attribute failure to ability, a stable, uncontrollable factor.

Lewis & Daltroy (1990) discuss applications of attribution theory to health care. An interesting
example of attribution theory applied to career development is provided by Daly (1996)
who examined the attributions that employees held as to why they failed to receive promotions.

Example
Attribution theory has been used to explain the difference in motivation between high and low
achievers. According to attribution theory, high achievers will approach rather than avoid tasks
related to succeeding because they believe success is due to high ability and effort which they
are confident of. Failure is thought to be caused by bad luck or a poor exam, i.e. not their fault.
Thus, failure doesn’t affect their self-esteem but success builds pride and confidence. On the
other hand, low achievers avoid success-related chores because they tend to (a) doubt their
ability and/or (b) assume success is related to luck or to “who you know” or to other factors
beyond their control. Thus, even when successful, it isn’t as rewarding to the low achiever
because he/she doesn’t feel responsible, i.e., it doesn’t increase his/her pride and confidence.

Principles
1. Attribution is a three stage process: (1) behavior is observed, (2) behavior is determined
to be deliberate, and (3) behavior is attributed to internal or external causes.
2. Achievement can be attributed to (1) effort, (2) ability, (3) level of task difficulty, or (4)
luck.
3. Causal dimensions of behavior are (1) locus of control, (2) stability, and (3)
controllability.

Feedback in the Attribution Theory is extremely valuable.  In practical learning environments,

References
 Daly, Dennis. (1996). Attribution Theory and the Glass Ceiling: Career Development Among
Federal Employees. Public Administration & Management: An interactive Journal
[http://www.hbg.psu.edu/faculty/jxr11/glass1sp.html]
 Heider, F. (1958). The Psychology of Interpersonal Relations. New York: Wiley.
 Jones, E. E., D. E. Kannouse, H. H. Kelley, R. E. Nisbett, S. Valins, and B. Weiner, Eds.
(1972). Attribution: Perceiving the Causes of Behavior. Morristown, NJ: General Learning
Press.
 Harvey, J.H.  & Weary, G. (1985). Attribution: Basic Issues and Applications, Academic
Press, San Diego.
 Lewis, F. M. and Daltroy, L. H. (1990). “How Causal Explanations Influence Health
Behavior: Attribution Theory.” In Glanz, K., Lewis, F.M. and Rimer, B.K. (eds.) Health
Education and Health Behavior: Theory , Research. and Practice. San Francisco, CA:
Jossey-Bass Publishers, Inc.
 Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General
Learning Press.
 Weiner, B. (1980). Human Motivation. NY: Holt, Rinehart & Winston.
 Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-
Verlag.