Attribution theory holds that the affective reaction and mood that people develop in response to a situation is to a great degree dependent on what they perceive has caused the situation. Self-blame is a specific result of certain attributions and often leads to depression. The main purpose of this study is to determine if a relationship exists between a specific, character-related linguistic bias and an increased risk for, and an elevated level of, depression. This is accomplished by comparing subjects' test results in a measure of linguistic bias with the Beck Depression Inventory score and with a measurement of attributional style. Further, by drawing on the philosophical basis of cognitive therapeutic practices, it is argued that self-blame is only related to depression if it is characterological in nature and that such characterological self-blame is implicit in the linguistic style of the individual. Elevated usage of the verb "to be" in evaluating a negative life event was found to correlate with an above-average level of the somatic symptoms of depression. Subjects who preferred "to be" sentences also made more attributions of stability in regard to the hypothetical negative scenarios. Very little correlation was obtained between depression levels and depressogenic attributions. It is argued that while the usage of specific words and the application of depressogenic attributions are confounded, the use of two separate questionnaires both related to a common vignette permits some separation. While linguistic bias does not explain the development of depression, it is at least as good a correlate as attributional style. Depressogenic biases in word usage may be the conscious expression of attributional style. / Thesis / Master of Science (MS)

Master of Science / Department of Psychological Sciences / Patrick Knight / The current study examined attributions of blame for workplace errors through the lens of Kelley’s (1967) ANOVA model of attribution-making, which addresses the consensus, consistency, and distinctiveness of a behavior. Consensus and distinctiveness information were manipulated in the description of a workplace accident. It was expected that participants would make different attributions regarding the cause of the event due to these manipulations. This study further attempted to determine if an individual’s core self-evaluations (CSE) impact how she or he evaluates a workplace accident and attributes blame, either from the perspective of the employee who made the error or that of a co-worker. Because CSE are fundamental beliefs about an individual’s success, ability, and self-worth, they may contribute to how the individual attributes blame for a workplace accident. It was found that CSE were positively related to participants’ inclination to make internal attributions of blame for a workplace error. Contrary to expectations, manipulations of the consensus and distinctiveness of the workplace error did not moderate participants’ attributions of blame. Explanations for these findings are discussed, as are possible applications of this research.

This thesis aims to investigate to what extent the centrality of religion influences the existential aspects of an individual’s meaning-system. To do this I used a meaning-system framework and a qualitative approach in which I gathered information through a questionnaire based on the Centrality of the Religious Meaning System Scale and by conducting 8 semi-structured interviews with young adults in Uppsala, Sweden. The analysis of these interviews was implemented through an abductive method. The theoretical perspective is based on the concept Global meaning and the General attribution theory. My conclusion is that those participating in the study describe their meanings differently depending on their religious meaning-system. The thesis also shows that the religious interpretations to a large degree were actualized by situational and dispositional factors. This suggest that the religious attributions were made to meet the participants need for meaning, control, and self-esteem. Finally, the thesis indicates that the centrality of one’s religion appears to inform the religious meaning-system, as well as, functions as a dispositional factor. Thus, this thesis suggests that the centrality of one’s religion can be an influential factor in how religious meaning is constructed regarding existential questions.

Over the past few years there has been growing interest in the study of leadership styles and organisational culture. Internal issues and external environment challenge the leadership of manufacturing organisations, Scarborough(2001). The focus of the research was to gain insight into the transformational leadership of manufacturing organisations. Although leadership scholars have generated a significant stream of research on transformational leadership, there has been a lack of attention to the specific features in the context of transformational leadership such as contingency theories, attribution theory, and organisational culture. The study investigates the effects of transformational leadership on situational determinants and organisational culture in manufacturing organisations in Pakistan. Podsakoff et al, (1990) a 23-item measure of transformational leadership inventory questionnaire was employed to evaluate transformational leadership in manufacturing organisations. The objectives of this research study are: Firstly to study transformational leadership in Pakistani manufacturing organisations. Secondly to study transformational leaders' behaviour in manufacturing organisations with respect to situational determinants, i.e., situation strength, attribution theory, feedback, and organisational culture. Thirdly to develop hypotheses concerning the relationship between transformational leadership, and situational determinants and to develop a model of relationship between transformational leadership, situational determinants and organisational culture. Lastly, to suggest further research guidelines for transformational leadership phenomena and leadership in Pakistani manufacturing organisations. Results from the research show that transformational leaders tend to create weak situations for their followers in manufacturing organisations; they favour discretion to their followers and delegate decision-making to followers. Transformational leaders also tend to make external attributions for the causes of poor performance in their organisations, and assume follower's mistake as a learning experience. They try to establish close contact with their followers and seek feedback directly from followers. Transformational leaders favour clan type culture more in their manufacturing organisations; however adhocracy culture is not completely ignored. A new leadership alignment model incorporating various concepts focusing on leadership style, organisational leadership, and situational strength has been introduccd. Results from the data analysis indicate that there is a need to train more leaders in Pakistani manufacturing organisations to benefit from the transformational leadership style, as it has beene stablished that transformational leadershipis an influential form of leadership clearly associated with high levels of individual and organisational performance(, Shamir & Kark, 2002). As pointed out by Bass, (2002) leaders will be prized for their innovativeness, responsiveness, and flexibility, all linked to their frequency of transformational leadership behaviour.

En kvantitativ undersökning med 248 enkätsvar har genomförts. Syfte var att jämföra och analysera motivationen hos elever med olika betyg i matematik och elever som läser eller inte läser matematikinriktning samt beskriva hur skolan kan hjälpa elever till ökad motivation i matematik. Ett särskilt fokus riktades på SUM-elever. Motivationsteorierna Achievement goal theory, Self-determination theory och Attribution theory studerades för att se vilka karakteristiska drag som leder till ökad motivation. Resultatet pekade på samband mellan elevers betyg och motivation i matematik. Elever med högre betyg hade högre motivation än elever med lägre betyg. Det framkom vad elever tycker är viktigt för att de ska lära sig matematik, vilket till stor del sammanfaller med vad motivationsteorierna beskriver att skolan ska arbeta med för att öka motivationen. Sammanfattningsvis pekade resultatet på att skolan bör ange tydliga mål, ge valmöjligheter samt utmanande men anpassade uppgifter för att hjälpa elever till ökad motivation. Dessutom bör skolan hjälpa elever att notera sina framsteg, att inse att misstag bidrar till lärande samt att ansträngning leder till känsla av kompetens.

Study One: Study one aimed to understand the perceptions and attributions of LAC fixed term excluded (FTE) from school on multiple occasions. This was carried out with reference to resilience, and an understanding of the possible protective and risk factors were also sought. Concepts of resilience (Prince-Embury, 2008; Gilligan, 2009) and attribution theory (Heider, 1958) provided a broad theoretical framework for the research. Methods: The study followed a mixed method design (carried out simultaneously). One aspect involved semi-structured interviews being undertaken using interpretive phenomenological analysis (IPA) (Smith & Osborn, 2007; 2008) in attempting to generate understanding of the thoughts and feelings of LAC going through the process of being FTE. The second aspect involved the resilience of the LAC being psychometrically measured using the Resilience Scales for Children and Adolescents (RSCA) as a way of validating and contextualising data deriving from the interviews. Results: Teachers acting as confidants and providing emotional containment appeared to significantly enhance resilience. Opportunities for dialogue and a focus on aspects to be developed in a supportive and positive manner was also important. The majority of the LAC had an external locus of control, appearing to serve them adaptively, allowing them to alleviate negative emotions relating to their behaviour. FTEs generally were causally attributed as stable and global, appearing to derive from entrenched thoughts, feelings and behaviours. The process of FTE appeared to compromise aspects of resilience as well as little positive effect being found in terms of learning and development. Study Two: Study two aimed to understand how teachers perceived the LAC participating in study one, and providing comparison with perceptions of the LAC of aspects such as FTEs. The study also sought to provide an understanding as to the causal attributions made by teachers related to LAC. Specifically, how these attributions affected their thoughts, feelings (Weiner, 1985) and practice relating to LAC. Methods: The study followed a mixed method design (carried out sequentially). A survey (SDQ) was used to provide the sample of teachers. Semi-structured interviews were carried out with eight teachers, using IPA as the method of analysis. The Modified Attribution Questionnaire with integrated vignettes was also undertaken by teachers to elicit more stable attributions relating to LAC. Results: Data deriving from interviews found support for Weiner’s (1985) cognitive-emotional-action model. Attributions of high controllability and locus increased teachers’ feelings of anger and frustration relating to the causes of the LAC’s behaviour. Empathy towards the LAC was affected by; collaboration with colleagues and professionals, understanding the needs of the child, ethos of the school, a child centred approach and the LAC’s behaviour deriving from their care background. Further key findings are discussed from a theoretical perspective with implications for practice proposed.

The two problems which motivate this research concern the role of managerial accounting information in performance evaluation. The first problem is that the processing of accounting information by individual managers may deviate from a normative (Bayesian) pattern. Second, managers' use of accounting information in performance appraisal may contribute to conflict between superiors and subordinates. In this research, I applied the contrast-inertia model (C-IM) and attribution theory (AT) to predict how accounting information affects managers' beliefs about the causes for observed performance. The C-IM describes how new evidence is incorporated into opinions. Application of the C-IM leads to the prediction that information order may influence managers' opinions. Attribution theory is concerned with how people use information to assign causality, especially for success or failure. Together, the C-IM and AT imply that causal beliefs of superiors and subordinates diverge when they assimilate accounting information. Three experiments were performed with manufacturing managers as subjects. Most of the subjects were middle-level production managers from Texas manufacturing plants. The subjects used accounting information in revising their beliefs about causes for performance problems. In the experiments, the manipulated factors were the order of information, subject role (superior or subordinate), and the position of different types of information. The experimental results were analyzed by repeated measures analyses of variance, in which the dependent variable was an opinion or the change in an opinion over a series of evidence items. The experimental results indicate that the order of mixed positive and negative information affects beliefs in performance evaluation. For mixed evidence, there was significant divergence of opinions between superiors and subordinates. The results provide little evidence that superior and subordinate roles bias the belief updating process. The experiments show that belief revision in performance evaluation deviates from the normative standard, and that the use of accounting information may cause divergence of opinions between superiors and subordinates.

To test predictions of learned helplessness theory and attribution theory, depressed and nondepressed subjects were exposed to a word-association task in a skill, chance, or no-instructional-set condition. Subjects were asked to make attributions of success and failure to four factors--ability, effort, task difficulty, and luck--and rate expectancy of success. The predictions of both theories were only partially confirmed. Difficulties relating to the experimental design may account for the failure of nondepressed/skill subjects to show greater expectancy change. As predicted, all subjects in the chance condition displayed similar expectancy changes. Also as predicted, nondepressed subjects did not rate effort as being the least influential factor. Depressed subjects, however, rated all factors equivalently, instead of rating effort least influential.

Student Number : 9802206M - MA dissertation - School of Psychology - Faculty of Humanities / Before this study took place, the social psychology perspective of Attribution theory was yet to be fully utilised in South African research within the maintenance error landscape. Attributional approaches see the person on the street operating like a scientist, obtaining information from his or her social surroundings and discerning the causes and consequences of ongoing behavioural and environmental events (Harvey et.al.,1976). It is very possible that due to the unique South African socio-political and economic landscape, strongly influenced by Apartheid, new combinations of known and unknown error attributions are at play, that are unique to this landscape and have not yet been studied or uncovered. Thus, a better understanding of the South African landscape, through a study such as this, could have serious cost benefits to maintenance companies, benefits to staff in terms of reduced risk of injury, as well as form the basis of improved policies, procedures and equipment. Twenty-five team leaders and 125 minor maintenance staff at a South African Aircraft Maintenance Company formed the population group from which the sample for this study was drawn. Within each group, 5 individuals were interviewed on a personal basis. Further, for each group, one focus group was carried out consisting of two and four individuals respectively. The individuals who participated in the focus groups were different to those who participated in the interviews. In total 28 percent of team leaders participated in the study and 7 percent of maintenance staff, which calculates to just over 10 percent of minor maintenance employees at the organisation involved. The Qualitative data acquired through this in-depth interview and focus group discussion process, and subsequent transcription was coded and analysed using Thematic Content Analysis. Content analysis is a research technique for making replicable and valid inferences from data to their context (Krippendorf, 1980). The discussion of primary error attributions comparing maintenance staff and team leaders, focussed on the predominant primary error attribution theme and related attributions under the descriptor Organisational Culture which included both the dimensions of employee motivation and managerial culture. Finally, results of secondary error attributions comparing maintenance staff and team leaders raised the discussion around the theme, Tools and Equipment. This research is an exploratory study that brings together the field of attribution theory and maintenance error. Its main strength is that it provides a theoretical framework, upon which is based a methodology that explores the primary and secondary error attributions made by employees for maintenance errors in their work environment. In other words, it is felt that this methodology can be implemented in a range of maintenance environments to unearth the error attributions of staff in that environment. Information such as this is very beneficial to companies and organisations in their planning, strategising, problem solving and general organisational development.

Crisis management includes efforts designed to prevent and to detect potential crises, and to learn from crisis experiences. The SCCT posits that certain crisis responses (matched) produce better outcomes for organizations than others (unmatched), depending on the situation. In addition, the results from this study attempt to support the situational crisis communication theory in aiding crisis managers in protecting their organizations against crises.