Journal articles: 'Feedback attribution'

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Okolo, Cynthia M. "The Effects of Computer-Based Attribution Retraining on the Attributions, Persistence, and Mathematics Computation of Students with Learning Disabilities." Journal of Learning Disabilities 25, no. 5 (May 1992): 327–34. http://dx.doi.org/10.1177/002221949202500507.

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The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous.

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Hughes, R. Eugene, Kenneth E. Bass, and Frederic J. Hebert. "Self-Evaluation with and without Feedback as a Predictor of Attributions." Psychological Reports 80, no. 3_suppl (June 1997): 1075–85. http://dx.doi.org/10.2466/pr0.1997.80.3c.1075.

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Attribution is often offered as an explanation for the observed difference between own and supervisor's evaluation of performance. Levy's (1993) attributional model posits self-evaluation as one of several predictors of a composite measure of individuals' attributions. This relation was investigated with the addition of performance feedback and analysis of both locus of control and stability attributional dimensions. Self-evaluation was the best predictor of the internal dimension of attribution, but no measure explained variance of the external attributional dimensions. Results were mixed for the stable and unstable dimensions and no conclusions were possible. These results suggest modification of Levy's model to enhance its predictive ability.

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Stucke, Tanja S. "Who's to blame? Narcissism and self‐serving attributions following feedback." European Journal of Personality 17, no. 6 (November 2003): 465–78. http://dx.doi.org/10.1002/per.497.

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The study examined the relationship between narcissism, performance attributions, and negative emotions following success or failure. As expected, narcissistic individuals showed more self‐serving attributions for their performance in an intelligence test than less narcissistic individuals: compared with less narcissistic individuals, narcissists revealed a stronger tendency to attribute success to ability and failure to task difficulty. In contrast to this, less narcissistic participants tended to show the opposite pattern by ascribing failure, but not success, to their ability. Additionally, anger and depression could be predicted by an interaction of performance feedback and performance attributions. Mediation analyses revealed that the attribution dimensions ‘task difficulty’ and ‘ability’ mediated the effect of narcissism on anger and depression following failure feedback. The results provide support for the theoretical assumption that attributional processes might, at least to some extent, explain the often reported relation between narcissism and negative emotions following failure. Copyright © 2003 John Wiley & Sons, Ltd.

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Raemdonck, Isabel, and Jan-Willem Strijbos. "Feedback perceptions and attribution by secretarial employees." European Journal of Training and Development 37, no. 1 (January 25, 2013): 24–48. http://dx.doi.org/10.1108/03090591311293275.

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Purpose – Theoretical explanations for the diverse reactive feedback from secretarial employees in different career phases are relatively unexplored. However, research examining age differences in the impact of feedback suggests that the effects of performance feedback may differ for employees in the early career phase and employees in the late career phase. This paper aims to address this issue. Design/methodology/approach – This contribution reports an experimental study on feedback perceptions and attribution by 173 secretarial employees of 12 Dutch organizations. Each participant responded to one of eight scenarios, which varied in terms of feedback content, sender status, and sender performance appraisal. Feedback perceptions were measured in terms of perceived fairness, acceptance, usefulness, willingness to improve and affect. An additional scale measured attribution. Findings – The results reveal that elaborated specific feedback is perceived as more adequate, irrespective of feedback sender status and appraisal. Complex three-way interaction effects were found for educational level on affect and attribution, and for career phase on willingness to improve and affect. Low-educated employees reacted more strongly to supervisor feedback. Employees in the late career phase were more oriented towards the content of the feedback than feedback sender status, whereas the latter was of more concern for employees in the early and middle career phase. Practical implications – In order for feedback to be considered as adequate, it is necessary to formulate the feedback as specific and as elaborated as possible. Employees in their late career phase especially react differently in comparison to employees in early and middle career phases. They are more inclined “to opt for quality” and appreciate elaborated feedback from a high experienced sender. Human resource managers should be aware of this in their policy towards employees in their late career phase Originality/value – The present study shows that feedback content and sender characteristics (status and performance appraisal) differentially affect feedback perceptions and attribution. In addition, the study reveals that perceptions and attributions of performance feedback might be mediated by educational level and career phase.

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Foote, Chandra J. "Attribution Feedback in the Elementary Classroom." Journal of Research in Childhood Education 13, no. 2 (June 1999): 155–66. http://dx.doi.org/10.1080/02568549909594736.

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YASUTAKE, DAVID, TANIS BRYAN, and ELIZABETH DOHRN. "The Effects of Combining Peer Tutoring and Attribution Training on Students' Perceived Self-Competence." Remedial and Special Education 17, no. 2 (March 1996): 83–91. http://dx.doi.org/10.1177/074193259601700204.

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STUDENTS WITH LEARNING DISABILITIES AND STUDENTS AT RISK FOR REFERRAL FOR SPECIAL EDUCATION ASSESSMENT SERVED AS TUTORS FOR YOUNGER CHILDREN IN A PEER TUTORING PROGRAM. DURING WEEKLY TRAINING SESSIONS, THE TUTORS IN ONE CONDITION WERE TRAINED TO RESPOND TO TUTEES' CORRECT RESPONSES WITH STATEMENTS ATTRIBUTING THEIR SUCCESS TO ABILITY AND EFFORT, AND TO INCORRECT RESPONSES WITH STRATEGY SUGGESTIONS. IN A SECOND CONDITION, STUDENTS WERE TRAINED TO RESPOND TO CORRECT RESPONSES WITH GENERAL FEEDBACK STATEMENTS, AND TO INCORRECT RESPONSES WITH STRATEGY SUGGESTIONS. ANALYSES WERE CONDUCTED FOR BOTH TUTORS AND TUTEES ON MEASURES OF COMPETENCE, ATTRIBUTIONS, AND SOCIAL COMPARISONS. RESULTS INDICATED THAT STUDENTS IN THE ATTRIBUTION-PLUS-STRATEGY TRAINING BECAME MORE POSITIVE IN THEIR SELF-PERCEPTIONS THAN STUDENTS IN THE STRATEGY-ONLY CONDITION.

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Orbach, Iris, Robert Singer, and Sarah Price. "An Attribution Training Program and Achievement in Sport." Sport Psychologist 13, no. 1 (March 1999): 69–82. http://dx.doi.org/10.1123/tsp.13.1.69.

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This study aimed to investigate the influence of an attribution training program for learners who attribute their sport performance to dysfunctional attributions. Participants were 35 college beginner tennis players who were oriented to attribute their performance in a tennis skill task to controllable, unstable factors; uncontrollable, stable factors; or no specific factors. Participants received fictitious failure feedback over 10 trial blocks administered during four sessions. Dependent variables included attributions, expectations, emotions, persistence, and performance. MANOVA analyses revealed that it is possible to modify attributions in regard to a tennis performance task. More importantly, the new attributions were consistent up to 3 weeks postintervention and were generalized to a different tennis task. In addition, participants who changed their attributions to more functional ones had higher expectations for future success and experienced positive emotions.

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Green, Thomas D., Roger C. Bailey, Otto Zinser, and Dale E. Williams. "Causal Attribution and Affective Response as Mediated by Task Performance and Self-Acceptance." Psychological Reports 75, no. 3_suppl (December 1994): 1555–62. http://dx.doi.org/10.2466/pr0.1994.75.3f.1555.

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Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.

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Pillow, David R., and Rodger W. Dougherty. "Dysphoria and the Failure to Perceive and Use Discounting Information: Implications for Internalizing Negative Feedback." Perceptual and Motor Skills 83, no. 1 (August 1996): 107–13. http://dx.doi.org/10.2466/pms.1996.83.1.107.

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The present study examined the proposition that dysphoric individuals make internal attributions because they do not use available discounting cues. To test this hypothesis, 23 dysphoric and 32 nondysphoric college students were either provided a discounting cue or were led to believe that an internal attribution for failure was appropriate (no discounting cue). On the primary measure of internality, nondysphoric individuals made greater external attributions when a discounting cue was available than they did when no such cue was present, but attributions made by dysphoric individuals were unaffected by the presence of a discounting cue. On the other hand, using a secondary dependent measure inserted to replicate a prior study in this area, key comparison differences were not obtained.

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Lines, Tara H., Whitney J. Nesbitt, and George E. Nelson. "Driving antimicrobial use improvement: attitudes of providers of adult hospital care on optimal attribution and feedback." Infection Control & Hospital Epidemiology 39, no. 8 (June 7, 2018): 983–85. http://dx.doi.org/10.1017/ice.2018.113.

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AbstractUnderstanding provider perceptions of antimicrobial use (AU) feedback is important for optimal implementation. A survey addressing AU attribution scenarios, feedback methods, and implementation barriers was distributed to inpatient providers. As AU scenarios became more complex, disagreement regarding AU attribution arose. All providers were highly concerned about barriers to AU reporting.

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Tang, Thomas Li-Ping, and Theresa Li-Na Tang. "Effects of Leadership Status and Performance Feedback on Self and other Attributions and Task Performance." Psychological Reports 59, no. 2 (October 1986): 999–1006. http://dx.doi.org/10.2466/pr0.1986.59.2.999.

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Subjects' attributions of self and others were examined as a function of leadership status (supervisor vs subordinate) and feedback on performance (positive, negative, or no feedback). Each group had one supervisor and two subordinates (one confederate and one subordinate-subject). Bogus performance feedback was given to each group at random. In their attribution of success, subjects rated confederates as having more success on the task than themselves, so they presented themselves modestly in a social context. Supervisors assigned much less responsibility to themselves than to confederates and subordinates. However, subordinates' attributions of responsibility for self and others were not significantly different. Supervisors and subordinates performed equally well on “quantity” of performance, yet the former were able to maintain a significantly better “qualify” of performance than the latter. Generalization from a laboratory study to actual work situations is not appropriate until justified by appropriate field work.

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Gernigon, Christophe, and Jean-Baptiste Delloye. "Self-Efficacy, Causal Attribution, and Track Athletic Performance Following Unexpected Success or Failure among Elite Sprinters." Sport Psychologist 17, no. 1 (March 2003): 55–76. http://dx.doi.org/10.1123/tsp.17.1.55.

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The influence of an unexpected outcome in a first sprint trial on athletes’ selfefficacy and performance, and the relationships between outcome, causal attribution, self-efficacy, and performance were examined. Sixty-two national level competition sprinters assessed self-efficacy, ran a first 60 m trial with manipulated time feedback (success vs. failure), expressed causal attributions, assessed self-efficacy again, and ran a second 60 m trial. Success and failure, respectively, increased and decreased self-efficacy. Stability of causes mediated the feedback, self-efficacy relation for males. Personal control predicted self-efficacy for females. Performance was not influenced by feedback but was weakly predicted by self-efficacy. This study sheds light on some of the cognitive and motivational processes that are involved in serial sports events.

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Seo, Ye-Won, Kyung-Ja Ha, and Tae-Won Park. "Feedback attribution to dry heatwaves over East Asia." Environmental Research Letters 16, no. 6 (May 17, 2021): 064003. http://dx.doi.org/10.1088/1748-9326/abf18f.

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Schindler, Sebastian, Gregory A. Miller, and Johanna Kissler. "Attending to Eliza: rapid brain responses reflect competence attribution in virtual social feedback processing." Social Cognitive and Affective Neuroscience 14, no. 10 (October 1, 2019): 1073–86. http://dx.doi.org/10.1093/scan/nsz075.

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Abstract In the age of virtual communication, the source of a message is often inferred rather than perceived, raising the question of how sender attributions affect content processing. We investigated this issue in an evaluative feedback scenario. Participants were told that an expert psychotherapist, a layperson or a randomly acting computer was going to give them online positive, neutral or negative personality feedback while high-density EEG was recorded. Sender attribution affected processing rapidly, even though the feedback was on average identical. Event-related potentials revealed a linear increase with attributed expertise beginning 150 ms after disclosure and most pronounced for N1, P2 and early posterior negativity components. P3 and late positive potential amplitudes were increased for both human senders and for emotionally significant (positive or negative) feedback. Strikingly, feedback from a putative expert prompted large P3 responses, even for inherently neutral content. Source analysis localized early enhancements due to attributed sender expertise in frontal and somatosensory regions and later responses in the posterior cingulate and extended visual and parietal areas, supporting involvement of mentalizing, embodied processing and socially motivated attention. These findings reveal how attributed sender expertise rapidly alters feedback processing in virtual interaction and have implications for virtual therapy and online communication.

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Zelinka, Mark D., Stephen A. Klein, and Dennis L. Hartmann. "Computing and Partitioning Cloud Feedbacks Using Cloud Property Histograms. Part II: Attribution to Changes in Cloud Amount, Altitude, and Optical Depth." Journal of Climate 25, no. 11 (June 2012): 3736–54. http://dx.doi.org/10.1175/jcli-d-11-00249.1.

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Cloud radiative kernels and histograms of cloud fraction, both as functions of cloud-top pressure and optical depth, are used to quantify cloud amount, altitude, and optical depth feedbacks. The analysis is applied to doubled-CO2 simulations from 11 global climate models in the Cloud Feedback Model Intercomparison Project. Global, annual, and ensemble mean longwave (LW) and shortwave (SW) cloud feedbacks are positive, with the latter nearly twice as large as the former. The robust increase in cloud-top altitude in both the tropics and extratropics is the dominant contributor to the positive LW cloud feedback. The negative impact of reductions in cloud amount offsets more than half of the positive impact of rising clouds on LW cloud feedback, but the magnitude of compensation varies considerably across the models. In contrast, robust reductions in cloud amount make a large and virtually unopposed positive contribution to SW cloud feedback, though the intermodel spread is greater than for any other individual feedback component. Overall reductions in cloud amount have twice as large an impact on SW fluxes as on LW fluxes, such that the net cloud amount feedback is moderately positive, with no models exhibiting a negative value. As a consequence of large but partially offsetting effects of cloud amount reductions on LW and SW feedbacks, both the mean and intermodel spread in net cloud amount feedback are smaller than those of the net cloud altitude feedback. Finally, the study finds that the large negative cloud feedback at high latitudes results from robust increases in cloud optical depth, not from increases in total cloud amount as is commonly assumed.

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Caprara, Gian Vittorio, Concetta Pastorelli, and Bernard Weiner. "Linkages Between Causal Ascriptions, Emotion, and Behaviour." International Journal of Behavioral Development 20, no. 1 (January 1997): 153–62. http://dx.doi.org/10.1080/016502597385496.

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Italian schoolboys between the ages of 9 and 10 participated in three experiments guided by attribution theory as conceptualised by Weiner (1985, 1986). In Experiment 1, following teacher-emotional feedback of anger or sympathy for failure, attributional inferences regarding low ability or lack of effort as the cause of that failure were rated. In Experiment 2, controllable and uncontrollable causes of a social transgression were given, and children rated the anticipated anger of the “victim” and their intention to withhold or reveal the cause. In Experiment 3, effects of perceived causality and related emotions of anger and sympathy (pity) with regard to helping behaviour were investigated. Results replicate previous US findings and largely support the established linkages between attribution-emotion-action as proposed by Weiner (1986).

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Chen, Bin R. "Subjective performance feedback, ability attribution, and renegotiation-proof contracts." Journal of Economic Behavior & Organization 117 (September 2015): 155–74. http://dx.doi.org/10.1016/j.jebo.2015.06.010.

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Farrer, C., M. Bouchereau, M. Jeannerod, and N. Franck. "Effect of Distorted Visual Feedback on the Sense of Agency." Behavioural Neurology 19, no. 1-2 (2008): 53–57. http://dx.doi.org/10.1155/2008/425267.

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It has been hypothesized that an internal model is involved in controlling and recognizing one’s own actions (action attribution). This results from a comparison process between the predicted sensory feedback of the action and its real sensory consequences. The aim of the present study is to distinguish the respective importance of two action parameters (time and direction) on such an attribution judgment.We used a device that allows introduction of discordance between the movements actually performed and the sensory feedback displayed on a computer screen. Participants were asked to judge whether they were viewing (1) their own movements, (2) their own movements modified (spatially or temporally displaced), or (3) those of another agent (i.e, the experimenter). In fact, in all conditions they were only shown their own movements either unaltered or modified by varying amounts in space or time.Movements were only attributed to another agent when therewas a high spatial discordance between participants’ hand movements and sensory feedback. This study is the first to show that the direction of movements is a cardinal feature in action attribution, whereas temporal properties of movements play a less important role.

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Miyawaki, Yu, Takeshi Otani, and Shu Morioka. "Impaired Relationship between Sense of Agency and Prediction Error Due to Post-Stroke Sensorimotor Deficits." Journal of Clinical Medicine 11, no. 12 (June 9, 2022): 3307. http://dx.doi.org/10.3390/jcm11123307.

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Sense of agency refers to the experience of controlling one’s actions. Studies on healthy people indicated that their self-other attribution can be realized based on prediction error which is an inconsistency between the internal prediction and sensory feedback of the movements. However, studies on patients with post-stroke sensorimotor deficits hypothesized that their self-other attribution can be based on different attribution strategies. This preliminary study examined this hypothesis by investigating whether post-stroke sensorimotor deficits can diminish the correlation between prediction errors and self-other judgments. Participants performed sinusoidal movements with visual feedback and judged if it represented their or another’s movements (i.e., self-other judgment). The results indicated that the patient who had worse upper limb sensorimotor deficits and lesser paretic upper limb activity compared with the other patient made more misattributions and showed a lower correlation between prediction errors and self-other judgments. This finding suggests that post-stroke sensorimotor deficits can impair the relationship between prediction error and self-other attribution, supporting the hypothesis that patients with such deficits can have altered strategies for the registration of agency.

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Idé, Tsuyoshi, Amit Dhurandhar, Jiří Navrátil, Moninder Singh, and Naoki Abe. "Anomaly Attribution with Likelihood Compensation." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 5 (May 18, 2021): 4131–38. http://dx.doi.org/10.1609/aaai.v35i5.16535.

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This paper addresses the task of explaining anomalous predictions of a black-box regression model. When using a black-box model, such as one to predict building energy consumption from many sensor measurements, we often have a situation where some observed samples may significantly deviate from their prediction. It may be due to a sub-optimal black-box model, or simply because those samples are outliers. In either case, one would ideally want to compute a responsibility score indicative of the extent to which an input variable is responsible for the anomalous output. In this work, we formalize this task as a statistical inverse problem: Given model deviation from the expected value, infer the responsibility score of each of the input variables. We propose a new method called likelihood compensation (LC), which is founded on the likelihood principle and computes a correction to each input variable. To the best of our knowledge, this is the first principled framework that computes a responsibility score for real valued anomalous model deviations. We apply our approach to a real-world building energy prediction task and confirm its utility based on expert feedback.

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Xing, Lu, Jianmin Sun, and Denise Mary Jepsen. "How Does Supervisor Negative Feedback Influence Employee Learning? An Attribution Perspective." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 10751. http://dx.doi.org/10.5465/ambpp.2019.10751abstract.

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Shahidi, Shahriar, and Bahman Baluch. "False Heart-Rate Feedback, Social Anxiety and Self-Attribution of Embarrassment." Psychological Reports 69, no. 3 (December 1991): 1024–26. http://dx.doi.org/10.2466/pr0.1991.69.3.1024.

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120 subjects high or low on social anxiety were asked to speak in front of a camera. While watching a replay of their performance, false heart-rate feedback was presented. Highly anxious subjects ( n = 36) reported significantly more embarrassment than subjects who scored low in anxiety. Further, subjects reported being embarrassed according to the direction of false heart-rate information. Results offer support for the self-attribution theory of emotions.

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Korn, Christoph W., Gabriela Rosenblau, Julia M. Rodriguez Buritica, and Hauke R. Heekeren. "Performance Feedback Processing Is Positively Biased As Predicted by Attribution Theory." PLOS ONE 11, no. 2 (February 5, 2016): e0148581. http://dx.doi.org/10.1371/journal.pone.0148581.

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SHAHIDI, SHAHRIAR. "FALSE HEART-RATE FEEDBACK, SOCIAL ANXIETY AND SELF-ATTRIBUTION OF EMBARRASSMENT." Psychological Reports 69, no. 7 (1991): 1024. http://dx.doi.org/10.2466/pr0.69.7.1024-1026.

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Dong, Yue, Cristian Proistosescu, Kyle C. Armour, and David S. Battisti. "Attributing Historical and Future Evolution of Radiative Feedbacks to Regional Warming Patterns using a Green’s Function Approach: The Preeminence of the Western Pacific." Journal of Climate 32, no. 17 (July 30, 2019): 5471–91. http://dx.doi.org/10.1175/jcli-d-18-0843.1.

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Abstract Global radiative feedbacks have been found to vary in global climate model (GCM) simulations. Atmospheric GCMs (AGCMs) driven with historical patterns of sea surface temperatures (SSTs) and sea ice concentrations produce radiative feedbacks that trend toward more negative values, implying low climate sensitivity, over recent decades. Freely evolving coupled GCMs driven by increasing CO2 produce radiative feedbacks that trend toward more positive values, implying increasing climate sensitivity, in the future. While this time variation in feedbacks has been linked to evolving SST patterns, the role of particular regions has not been quantified. Here, a Green’s function is derived from a suite of simulations within an AGCM (NCAR’s CAM4), allowing an attribution of global feedback changes to surface warming in each region. The results highlight the radiative response to surface warming in ascent regions of the western tropical Pacific as the dominant control on global radiative feedback changes. Historical warming from the 1950s to 2000s preferentially occurred in the western Pacific, yielding a strong global outgoing radiative response at the top of the atmosphere (TOA) and thus a strongly negative global feedback. Long-term warming in coupled GCMs occurs preferentially in tropical descent regions and in high latitudes, where surface warming yields small global TOA radiation change but large global surface air temperature change, and thus a less-negative global feedback. These results illuminate the importance of determining mechanisms of warm pool warming for understanding how feedbacks have varied historically and will evolve in the future.

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Midkiff, Robert M., and Joy Patricia Burke. "AN EMPIRICAL EXAMINATION OF THE INTEGRATION OF CAUSAL ATTRIBUTION AND SOCIAL LEARNING THEORIES IN ACHIEVEMENT SITUATIONS." Social Behavior and Personality: an international journal 19, no. 3 (January 1, 1991): 177–93. http://dx.doi.org/10.2224/sbp.1991.19.3.177.

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Using path analysis, the present investigation sought to clarify possible operational linkages among constructs from social learning and attribution theories within the context of a self-esteem system. Subjects were 300 undergraduate university students who completed a measure of self-esteem and indicated expectancies for success and minimal goal levels for an experimental task. After completing the task and receiving feedback about their performance, subjects completed causal attribution and self-esteem questionnaires. Results revealed gender differences in the degree and strength of the proposed relations, but not in the mean levels of the variables studied. Results suggested that the integration of social learning and attribution theories within a single conceptual model provides a better understanding of students' behaviors and self-esteem in achievement situations.

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Carroll, Susanne E. "The hidden dangers of computer modelling: remarks on Sokolik and Smith's connectionist learning model of French gender." Second Language Research 11, no. 3 (October 1995): 193–205. http://dx.doi.org/10.1177/026765839501100301.

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Sokolik and Smith (1992) conducted three computer modelling experiments involving the learning of French gender attribution using a connectionist architecture. Their device learns to classify nouns quickly, given only letter-plus-position information about word spellings and feedback about the match between the target and the device's output. In particular, the device is not programmed with rules nor does it acquire any. Sokolik and Smith conclude that their model of gender attribution and the acquisition thereof has relevance for SLA. In these remarks, I show why this conclusion is wrong.

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Samosir, Rendi, Herman Nirwana, and Alizamar Alizamar. "The Correlation Between Career Planning, Attribution and Students Learning Motivation." Journal of Educational and Learning Studies 3, no. 1 (February 5, 2020): 49. http://dx.doi.org/10.32698/0972.

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Learning motivation has an important role in student learning process. The objectives of this research are to describe students career planning, to describe student attribution, to describe students learning motivation, to examine the correlation between career planning and students learning motivation, to examine the correlation between attribution and students learning motivation, and to examine the correlation between career planning and students learning motivation. The research uses correlational descriptive type of quantitative method. The population of research are 435 students of Curriculum and Education Technology Major in State University of Padang. A sample of 208 students was chosen by proportional random sampling technique. The instruments used were career planning, attribution, and students learning motivation. Data were analyzed by descriptive statistics, linear regression and multiple regression. The research findings show that 1) in general students already have a good career planning 2) student attribution is in the middle category 3) student learning motivation is in high category 4) there is a positive significant correlation between career planning and student learning motivation 5) there is a positive significant correlation between attribution and learning motivation 6) there is a positive significant correlation between career planning and attribution with student learning motivation, and (7) the implication of this research findings can be used as a feedback for making a program of guidance and counseling service which can improve career planning, attribution, and students learning motivation.

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SoRelle, Mallory E. "From Personal Responsibility to Political Mobilization: Using Attribution Frames to Overcome Policy Feedback Effects." American Politics Research 50, no. 2 (December 29, 2021): 173–85. http://dx.doi.org/10.1177/1532673x211063215.

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Public policies that promote personal responsibility while minimizing government responsibility are a key feature of modern American political economy. They can decrease Americans’ political participation on a given issue, with detrimental consequences for the wellbeing of economically insecure families. Can this pattern be overcome? I argue that attribution frames highlighting government’s role in and responsibility for policies may increase people’s propensity for political action on an issue, but only if the frame can increase the salience of their preexisting beliefs about government intervention. Drawing on the case of consumer financial protection, I administer an experiment to determine the effect of attribution framing on people’s willingness to act in support of a popular banking reform. I find that helping people draw parallels between an issue they feel responsibility for and one they accept government responsibility for can boost political engagement on behalf of the original policy.

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Bibik, Janice M. "Factors Influencing College Students’ Self-Perceptions of Competence in Beginning Physical Education Classes." Journal of Teaching in Physical Education 18, no. 3 (April 1999): 255–76. http://dx.doi.org/10.1123/jtpe.18.3.255.

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This study examined how college-age students in beginning activity classes construct their self-perceptions of physical competence. Each class was videotaped, one class per week. During the last week of class, a perceived competence instrument was administered to the students (N = 50) and the teachers. Results indicated 50% of the students’ perceptions of their competence were congruent with the teachers’; 50% were incongruent (32% higher, 18% lower). The Revised Causal Dimension Scale, also administered at the end of the semester, indicated the predominant attribution was effort. Interviews revealed group characteristics regarding attribution for success, interpretation of feedback, and use of social comparison. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated some differential treatment occurred; students whose perceptions of competence were lower than their instructor’s received more corrective feedback. It was concluded that the students interpreted themselves in the instructional context which accounted for their self-perceptions of competence; the teacher expectation effect played a role as well.

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Mileham, Kathryn Finch, Andrea D. Buchmeier, Meredith Kathleen Chuk, Courtney Davis, Anne Marie Forest, Elizabeth Garrett-Mayer, Patricia A. Hurley, et al. "Effectiveness of ASCO’s adverse event reporting decision aid: Results from an interventional study." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 3065. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.3065.

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3065 Background: Investigators often send adverse event (AE) reports to sponsors that are incorrectly categorized as serious or attributed to the investigational drug. Such errors contribute to a high volume of uninformative IND safety reports that sponsors submit to FDA and all participating investigators, straining stakeholder resources and impeding the detection of valid safety signals. To improve the quality of AE reporting, ASCO developed and tested a Decision Aid Tool (DAT). Methods: An interventional study with a cross-over design was conducted. Physician investigators and research staff were randomized to receive case studies. Cases were assessed for seriousness and attribution, first unassisted and then with the DAT. Participants completed a feedback survey. Effectiveness of reporting and attribution were assessed using logistic regression. Results are reported as odds ratios (OR) with 95% confidence intervals (CI). Results: Most of the 29 participants reported that the DAT was helpful (93%), improved their decision-making time (69%) and confidence in reporting (83%), and that they would use it in practice (83%). The DAT did not significantly affect accuracy of determining seriousness (OR, 0.87; 95% CI: 0.31, 2.46) but it did significantly increase accuracy of attributing a serious AE to a drug (OR, 3.60; 95% CI: 1.15, 11.4). Conclusions: The DAT shows promise as a method to reduce errors in attribution of AEs, which may help to ensure the detection of valid safety signals. Many participants were experienced clinical trialists, and the DAT may show greater utility as an educational tool for novice investigators, research staff, and students.

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Gustafson, Roland. "Alcohol and the Acceptance of Social Influence: A Preliminary Study." Psychological Reports 60, no. 2 (April 1987): 488–90. http://dx.doi.org/10.2466/pr0.1987.60.2.488.

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30 female students were randomly assigned to either an Alcohol, a Placebo, or a Control group. They estimated the length of a line, received feedback from a reference group, and reestimated the line. The belief of being intoxicated increased a score of yielding to social pressure, which was explained in terms of attribution.

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Asai, Tomohisa. "Feedback control of one’s own action: Self-other sensory attribution in motor control." Consciousness and Cognition 38 (December 2015): 118–29. http://dx.doi.org/10.1016/j.concog.2015.11.002.

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Mikhailova, Elena A., Lili Lin, Zhenbang Hao, Hamdi A. Zurqani, Christopher J. Post, Mark A. Schlautman, Gregory C. Post, and George B. Shepherd. "Delaware’s Climate Action Plan: Omission of Source Attribution from Land Conversion Emissions." Laws 11, no. 3 (May 9, 2022): 41. http://dx.doi.org/10.3390/laws11030041.

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Delaware’s (DE) Climate Action Plan lays out a pathway to reduce greenhouse gas (GHG) emissions by at least 26% by 2025 but does not consider soil-based GHG emissions from land conversions. Consequently, DE’s climate action plan fails to account for the contribution of emissions from ongoing land development economic activity to climate change. Source attribution (SA) is a special field within the science of climate change attribution, which can generate “documentary evidence” (e.g., GHG emissions inventory, etc.). The combination of remote sensing and soil information data analysis can identify the source attribution of GHG emissions from land conversions for DE. Traditional attribution science starts with climate impacts, which are then linked to source attribution of GHG emissions. The most urgent need is not only to detect climate change impacts, but also to detect and attribute sources of climate change impacts. This study used a different approach that quantified past soil GHG emissions which are then available to support impact attribution. Study results provide accurate and quantitative spatio-temporal source attribution for likely GHG emissions, which can be included in the DE’s climate action plan. Including the impact of land conversion on GHG emissions is critical to mitigating climate impacts, because without a more complete source attribution it is not possible to meet overall emission reduction goals. Furthermore, the increased climate change impacts from land conversions are in a feedback loop where climate change can increase the rates of GHG emissions as part of these conversions. This study provides a spatially explicit methodology that could be applied to attribute past, future, or potential GHG emission impacts from land conversions that can be included in DE’s GHGs inventory and climate impact assessment.

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Hou, Chung-Yi, and Matthew Mayernik. "Formalizing an Attribution Framework for Scientific Data/Software Products and Collections." International Journal of Digital Curation 11, no. 2 (July 4, 2017): 87–103. http://dx.doi.org/10.2218/ijdc.v11i2.404.

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As scientific research and development become more collaborative, the diversity of skills and expertise involved in producing scientific data are expanding as well. Since recognition of contribution has significant academic and professional impact for participants in scientific projects, it is important to integrate attribution and acknowledgement of scientific contributions into the research and data lifecycle. However, defining and clarifying contributions and the relationship of specific individuals and organizations can be challenging, especially when balancing the needs and interests of diverse partners. Designing an implementation method for attributing scientific contributions within complex projects that can allow ease of use and integration with existing documentation formats is another crucial consideration. To provide a versatile mechanism for organizing, documenting, and storing contributions to different types of scientific projects and their related products, an attribution and acknowledgement matrix and XML schema have been created as part of the Attribution and Acknowledgement Content Framework (AACF). Leveraging the taxonomies of contribution roles and types that have been developed and published previously, the authors consolidated 16 contribution types that could be considered and used when accrediting team member’s contributions. Using these contribution types, specific information regarding the contributing organizations and individuals can be documented using the AACF. This paper provides the background and motivations for creating the current version of the AACF Matrix and Schema, followed by demonstrations of the process and the results of using the Matrix and the Schema to record the contribution information of different sample datasets. The paper concludes by highlighting the key feedback and features to be examined in order to improve the next revisions of the Matrix and the Schema.

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Deng, Yi, Tae-Won Park, and Ming Cai. "Process-Based Decomposition of the Global Surface Temperature Response to El Niño in Boreal Winter." Journal of the Atmospheric Sciences 69, no. 5 (May 1, 2012): 1706–12. http://dx.doi.org/10.1175/jas-d-12-023.1.

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Abstract This paper reports an attribution analysis that quantifies addible contributions to the observed temperature anomalies from radiative and nonradiative processes in terms of both amplitude and spatial pattern for the two most prominent surface temperature patterns in an El Niño winter. One is the El Niño SST pattern consisting of warming SST anomalies over the eastern equatorial Pacific basin surrounded by cooling SST anomalies in the western and subtropical Pacific, and the other is a tripole surface temperature anomaly characteristic of a positive Pacific–North American (PNA) teleconnection pattern. The decomposition of the observed temperature anomalies is achieved with the coupled atmosphere–surface climate feedback-responses analysis method (CFRAM), which is formulated utilizing energy balance in the atmosphere–surface columns and linearization of radiative energy perturbation. Out of the mean amplitude of 0.78 K of the El Niño SST pattern, the oceanic dynamics and heat storage term alone contributes to 2.34 K. Water vapor feedback adds another 1.6 K whereas both cloud and atmospheric dynamical feedbacks are negative, reducing the mean amplitude by 2.02 and 1.07 K, respectively. Atmospheric dynamical feedback contributes more than 50% (0.73 K) of the mean amplitude (1.32 K) of the PNA surface temperature pattern. Water vapor and surface albedo feedbacks contribute 0.34 and 0.13 K, respectively. The surface processes, including oceanic dynamics in the North Pacific, heat storage anomalies, and surface sensible/latent heat flux anomalies of ocean and land also contribute positively to the PNA surface temperature pattern (about 0.14 K). Cloud and ozone feedback, although very weak, act to oppose the PNA surface temperature anomaly.

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Rogier, Anouk, and Vincent Yzerbyt. "Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author." Swiss Journal of Psychology 58, no. 4 (December 1999): 233–40. http://dx.doi.org/10.1024//1421-0185.58.4.233.

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Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

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Schinkel, Sonja, Dirk van Dierendonck, Annelies van Vianen, and Ann Marie Ryan. "Applicant Reactions to Rejection." Journal of Personnel Psychology 10, no. 4 (January 2011): 146–56. http://dx.doi.org/10.1027/1866-5888/a000047.

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While applicant reactions to selection (un)fairness have often been investigated, less is known about applicants’ attributions and reactions to specific performance feedback. This paper discusses two studies into the influence of fairness perceptions and attributional processing on well-being and organizational perceptions after rejection. In both studies, distributive fairness and attributional style interactively influenced post-rejection well-being, with optimistically attributing individuals showing higher well-being when fairness perceptions were low. In Study 2, performance feedback negatively influenced rejected individuals’ well-being, and influenced the interaction effect of fairness and attributional style. Distributive fairness positively affected post-rejection organizational perceptions. Finally, performance feedback and attributional style interactively influenced post-rejection organizational perceptions. Implications for future research and practice concerning this issue are considered.

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Moffat, Zoe Louise, Paul Joseph McCarthy, and Bryan McCann. "Shifting Attributions, Shaping Behavior: A Brief Intervention With Youth Tennis Players." Case Studies in Sport and Exercise Psychology 5, no. 1 (January 1, 2021): 69–78. http://dx.doi.org/10.1123/cssep.2020-0036.

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This case reports a brief attribution-retraining (AR) intervention with youth tennis players. Athletes were struggling to maintain emotional control, resulting in problematic on-court behavior (e.g., racket throwing). The intervention used a Think Aloud protocol and AR across five key phases: (a) assessment, (b) psychoeducation, (c) AR, (d) evaluation, and (e) follow-up. The authors determined intervention effectiveness using qualitative (Think Aloud) and quantitative (Causal Dimension Scale-II) athlete data and feedback provided by athletes and the coach, alongside practitioner reflections. Evaluation suggested that AR and Think Aloud interventions can improve athletes’ emotional control and attribution capabilities, and, in turn, their behavior. The case seeks to present a novel approach to working with youth athletes, highlighting the importance of practitioner adaptability.

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Mileham, Kathryn F., Caroline Schenkel, Meredith K. Chuk, Andrea Buchmeier, Raymond P. Perez, Patricia Hurley, Laura A. Levit, et al. "Assessing an ASCO Decision Aid for Improving the Accuracy and Attribution of Serious Adverse Event Reporting From Investigators to Sponsors." Journal of Oncology Practice 15, no. 12 (December 2019): e1050-e1065. http://dx.doi.org/10.1200/jop.19.00366.

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PURPOSE: Investigators often send reports to sponsors that incorrectly categorize adverse event (AE)s as serious or attribute AEs to investigational drugs. Such errors can contribute to high volumes of uninformative investigational new drug safety reports that sponsors submit to the US Food and Drug Administration and participating investigators, which strain resources and impede the detection of valid safety signals. To improve the quality of serious AE (SAE) reporting by physician-investigators and research staff, ASCO developed and tested a Decision Aid. METHODS: A preliminary study with crossover design was conducted in a convenience sample. Physician-investigators and research staff were randomly assigned to receive case studies. Case studies were assessed for seriousness and attribution, first unassisted and then with the Decision Aid. Participants completed a feedback survey about the Decision Aid. Effectiveness of reporting and attribution are reported as odds ratios (ORs) with 95% CI. Power to detect associations was limited because of a small sample size. RESULTS: The Decision Aid did not significantly affect accuracy of determining seriousness (OR, 0.87; 95% CI, 0.31 to 2.46), but it did significantly increase accuracy of attributing an SAE to a drug (OR, 3.60; 95% CI, 1.15 to 11.4). Most of the 29 participants reported that the Decision Aid was helpful (93%) and improved decision-making time (69%) and confidence in reporting (83%), and that they would use the Decision Aid in practice (83%). CONCLUSION: The Decision Aid shows promise as a method to improve the quality of SAE attribution, which may improve the detection of valid safety signals and reduce the administrative burden of uninformative investigational new drug safety reports. Study of the Decision Aid in a larger sample with analysis stratified by participant role and SAE reporting experience would further assess the tool’s impact.

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Jakobson, Liivi. "Holistic perspective on Feedback for adult beginners in an online course of Swedish." Apples - Journal of Applied Language Studies 9, no. 2 (June 23, 2015): 51–71. http://dx.doi.org/10.17011/apples/urn.201512174094.

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Although several inquiries highlight the importance of feedback in language teaching and learning, there is a need for knowledge concerning a holistic perspective on feedback in the empirical context of written feedback for L2 adult beginners. The study reported here provides additional evidence about teachers’ actual feedback and student attitudes to feedback. The unit of analysis addresses a new context, namely Swedish as a second language, in an online course for adult beginners. The study included ten male and female university-level students with different cultural backgrounds. The purpose was to analyze several previously scientifically tested feedback categories for writing, which were conceptually replicated in the present study, as well as to additionally explore a new category for feedback on pronunciation in the same context. To establish causality, this study used attribution theory. The findings revealed top rankings for language accuracy and pronunciation in students’ evaluation. The teacher gave the most feedback on language accuracy. These results provide support for the importance of feedback on language accuracy which supports the empirical results of other inquiries. Furthermore, the study’s explorative findings support the need for further investigations on feedback on pronunciation. A proposition for future research is that more holistic type studies be conducted, including different categories and proficiency levels.

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Miyawaki, Yu, and Shu Morioka. "Confusion within feedback control between cognitive and sensorimotor agency cues in self-other attribution." Attention, Perception, & Psychophysics 82, no. 8 (September 15, 2020): 3957–72. http://dx.doi.org/10.3758/s13414-020-02129-5.

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Park, Tae-Won, Yi Deng, and Ming Cai. "Feedback attribution of the El Niño-Southern Oscillation-related atmospheric and surface temperature anomalies." Journal of Geophysical Research: Atmospheres 117, no. D23 (December 1, 2012): n/a. http://dx.doi.org/10.1029/2012jd018468.

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Bordieri, James E. "Reward Contingency, Perceived Competence, and Attribution of Intrinsic Motivation: An Observer Simulation." Psychological Reports 63, no. 3 (December 1988): 755–62. http://dx.doi.org/10.2466/pr0.1988.63.3.755.

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An observer simulation and a within-subjects variable (i.e., size of reward) were used to examine the effects of reward contingency and performance feedback on intrinsic motivation. Subjects assessed the intrinsic motivation and task competence of two actors who performed a task for monetary rewards. Relatively large, task-noncontingent rewards and rewards determined by the quantity of performance (i.e., task contingent) undermined the attribution of intrinsic motivation. In contrast, rewards contingent on the quality of the actor's performance (i.e., performance contingent) produced an incentive relation between the size of the reward and intrinsic motivation. Estimated task competence was influenced only when the amount of the reward was determined by the quality of task performance.

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Vispoel, Walter P., and James R. Austin. "Constructive response to failure in music: the role of attribution feedback and classroom goal structure." British Journal of Educational Psychology 63, no. 1 (February 1993): 110–29. http://dx.doi.org/10.1111/j.2044-8279.1993.tb01045.x.

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Rascle, Olivier, David Le Foll, Maxime Charrier, Nancy C. Higgins, Tim Rees, and Pete Coffee. "Durability and generalization of attribution-based feedback following failure: Effects on expectations and behavioral persistence." Psychology of Sport and Exercise 18 (May 2015): 68–74. http://dx.doi.org/10.1016/j.psychsport.2015.01.003.

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Speed, Emma, Miles Thomas, and Helena Bunn. "The English Baccalaureate and devaluation of the arts in school: Students’ perceptions of subject value, and the psychological and social impact." Educational and Child Psychology 38, no. 2 (June 2021): 95–113. http://dx.doi.org/10.53841/bpsecp.2021.38.2.95.

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Aim:The article explores secondary school students’ perceptions of the ‘value’ of UK curriculum subjects; alongside what, how and why specific subject value attribution patterns are important for students, and the psychological impact of this on their wellbeing and academic self-efficacy beliefs (SEB).Method/Rationale:A mixed-methods, sequential design was used. Stage 1 explored students’ value attribution for specific subjects; and relationships between attribution patterns, SEB and wellbeing. Stage 2 further explored and explained Stage 1 findings. In Stage 1, attainment data and questionnaires were collected from 38 Year 9 students. Thematic analysis explored students’ value attribution for subjects, while Mann-Whitney and t-tests explored the relationships between attribution patterns, SEB and wellbeing. In Stage 2, nine participants were interviewed, and relationships identified were thematically analysed.Findings:Three superordinate themes (perceived usefulness, external factors and lessons’ characteristics) justified the subject attributed value, highly biased towards English Baccalaureate (EBacc) subjects. Students with strengths in non-EBacc subjects had significantly lower SEB than students with strengths in EBacc subjects; similar results were found for students with strengths in subjects they had not identified as ‘important’ versus students with strengths in subjects they had identified as ‘important’. Wellbeing measures did not yield statistical differences. Stage 2 findings suggested students with strengths in EBacc subjects felt cleverer, as their skills were respected by peers and appreciated by teachers; EBacc subjects were perceived as more ‘academic’ than non-EBacc subjects. The timetabling and the EBacc’s academic value were identified as adverse factors for non-EBacc subjects, alongside fewer opportunities to progress in and receive positive feedback for skills in non-EBacc subjects.Conclusions:As previous literature indicates SEB relate to education and employment opportunities, the research suggests potential future educational and social inequalities for students with strengths in non-EBacc subjects, problematic for social justice.

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Tang, Thomas Li-Ping, and Linda Sarsfield-Baldwin. "The Effects of Self-Esteem, Task Label, and Performance Feedback on Goal Setting, Certainty, and Attribution." Journal of Psychology 125, no. 4 (July 1991): 413–18. http://dx.doi.org/10.1080/00223980.1991.10543303.

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Hu, Xiaoming, Song Yang, and Ming Cai. "Contrasting the eastern Pacific El Niño and the central Pacific El Niño: process-based feedback attribution." Climate Dynamics 47, no. 7-8 (January 9, 2016): 2413–24. http://dx.doi.org/10.1007/s00382-015-2971-9.

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Zhang, Yanchi, Zhe Pan, Kai Li, and Yongyu Guo. "Self-Serving Bias in Memories." Experimental Psychology 65, no. 4 (July 2018): 236–44. http://dx.doi.org/10.1027/1618-3169/a000409.

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Abstract. Protecting one’s positive self-image from damage is a fundamental need of human beings. Forgetting is an effective strategy in this respect. Individuals show inferior recall of negative feedback about themselves but unimpaired recognition of self-related negative feedback. This discrepancy may imply that individuals retain negative information but forget that the information is associated with the self. In two experiments, participants judged whether two-character trait adjectives (positive or negative) described themselves or others. Subsequently, they completed old-new judgments (Experiment 2) and attribution tasks (Experiments 1 and 2). Neither old-new recognition nor source guessing bias was influenced by word valence. Participants’ source memory was worse in the negative self-referenced word processing condition than in the other conditions. These results suggest there is a self-serving bias in memory for the connection between valence information and the self.

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Journal articles on the topic 'Feedback attribution'

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