5: An Attributional Approach for Educational Psychology

No specific body of knowledge fits neatly into one unique attribution theory. Nonetheless, there are some central problems that guide the thoughts of all investigators in this field (e.g., Heider, 1958; Jones, Kanouse, Kelley, Nisbett, Valins, & Weiner, 1972; Kelley, 1967; Weiner, 1974). Attribution theorists are concerned with perceptions of causality, that is, the perceived reasons for the occurrence of a particular event. Three general programs of research have emerged from the analysis of perceived causality. First, there has been a classification of the perceived causes of behavior, with special attention given to the distinction between internal or personal causality as opposed to external or environmental causality. Second, general laws have been developed which relate antecedent information and cognitive structures to causal inferences. And third, causal inferences have been linked with various indexes of overt behavior. For example, assume that one's toes are stepped upon while riding the subway. Attribution theorists are likely to ask: