According to Morling and Evered’s (2006) Fit-Focused model of secondary control, an individual can adapt to adverse circumstances by accepting the situation and adjusting the self. The present study examined this theory in a competitive achievement setting to determine whether vulnerable students who relinquish academic control (high acceptance/low adjustment beliefs) benefit from an Attributional Retraining (AR) treatment intervention compared with a Stress Reduction (SR) treatment. Based on an 8-month quasi-experimental treatment study, a priori t-tests were used to test the hypotheses within an Adjustment (low, high) x Treatment (AR, SR) Analyses of Covariance experimental design for individuals high in failure acceptance. Findings revealed that AR (versus SR) facilitated higher long-term learning-related affects and academic performance for relinquished control students. The findings reveal AR’s strategic utility for assisting vulnerable individuals who lack Fit-Focused SC, as well as provide empirical support for Morling and Evered’s (2006) Fit-Focused model.

Although some individuals excel during the transition from high school to university, many struggle to adjust and experience repeated failures. To facilitate academic adjustment in those most at-risk of failure, vulnerable students were identified based on their pre-existing levels of preoccupation with failure (PWF; low, high) and primary control (PC; low, high). These factors were combined to create four distinct psychosocial typologies (e.g., low PWF, low PC). Students were subsequently presented with Attributional Retraining (AR), a control-enhancing treatment intervention. An AR (no- AR, AR) by group (failure-acceptors, failure-ruminators, achievement-oriented, over- strivers) 2 x 4 pre-post, quasi-experimental treatment design examined longitudinal differences in causal attributions, achievement emotions, PC, and achievement outcomes. AR encouraged all students to de-emphasize two uncontrollable attributions for failure and emphasize a controllable attribution. Most interestingly, AR was particularly beneficial for at-risk students. Notably, only failure-acceptors (low PWF, low PC) and failure-ruminators (high PWF, low PC) receiving AR reported more adaptive activity emotions and higher PC than their no-AR peers. For only failure-ruminators, those in the AR condition exhibited more adaptive attribution-related emotions than their no-AR peers. Conversely, only failure-acceptors receiving AR had higher grade point averages and fewer voluntary withdrawals than their no-AR counterparts. Results suggest the efficacy of AR in facilitating functional causal thinking for all students, whereas they also underscore  AR’s  value in promoting adaptive emotions, PC, and academic achievement for failure-prone students.

Relationship violence is a serious social problem. Given the prevalence and detrimental effects of relationship violence, much research has been undertaken to investigate the various risk factors that may be associated with this type of violence. In the present research, I examined the interrelationships among several correlates of violence (including rejection sensitivity, cognitive biases, decoding deficits and attachment style) in order to understand what differentiates physically abusive from non-abusive individuals. Hence, the current program of studies examined aggressive behaviours between partners with a focus on risk factors for violent behaviour in men and women and in particular on the role of rejection sensitivity in physically aggressive behaviour. In order to examine these constructs, the thesis includes six chapters. Following a review of the literature, a rationale was provided for the creation of an amended measure of rejection sensitivity as Downey and Feldman’s (1996) Rejection Sensitivity Questionnaire was not suitable for the purposes of the current thesis. Hence, a series of validation studies were conducted in Chapter 2 to test and develop a revised measure of rejection sensitivity that would be applicable to a wider range of intimate relationships (dating, cohabiting and married) and contexts. The study reported in Chapter 3, investigated the role of rejection sensitivity, hostile attributions and attachment patterns in the etiology of intimate partner violence. This study provided preliminary support for insecure attachment and negative attributions as the link between expectations of rejection and intimate partner violence, with a stronger link for male-perpetrated violence compared to female-perpetrated violence. Consistent with the marital violence literature, when mediator and moderator relationships existed, these occurred predominantly in married relationships (as opposed to dating or defacto relationships). The studies reported in Chapters 4 and 5 built on the foundations of Chapter 3 by incorporating two constructs, the ‘overattribution bias’ and empathic accuracy into the investigation of the associations between rejection sensitivity and violence. Specifically, the study reported in Chapter 4 examined the decoding deficits and inferential biases of maritally-violent and maritally-violent rejection-sensitive men when interpreting their own partner’s messages whilst engaging in a laboratory-based decoding task. Overall, results showed that maritally-violent partner rejection-sensitive men were less accurate than were maritally non-violent partner rejection-sensitive men when interpreting their wives’ positive messages and more accurate when interpreting their wives’ negative messages. Likewise, maritally-violent rejection-sensitive men displayed an inferential bias to perceive their wives’ messages as being more negative, critical and rejecting in intent than did maritally non-violent rejection-sensitive men. In addition, maritally-violent men as a group were less accurate for their own partner’s positive and neutral messages than were maritally non-violent men and more accurate for their own wives’ negative messages than were maritally non-violent men. Finally, maritally-violent men tended to attribute their wives’ messages as being significantly more negative, critical and rejecting in intent than did maritally non-violent men. Overall, the data suggested that both rejection sensitivity and marital violence were key factors that were associated with married men’s decoding problems and biased interpretation of their own wives’ messages. In extending the previous findings, the study reported in Chapter 5 examined the decoding accuracy and inferential biases of both maritally-violent and maritally-violent rejection-sensitive men and women in relation to female strangers’ messages. There were no differences between maritally-violent rejection-sensitive women and maritally non-violent rejection-sensitive women on decoding deficits and inferential biases for female strangers. However, there was a trend for maritally-violent women to be more negatively biased than were maritally non-violent women when interpreting female strangers’ messages. Additionally, in contrast to the findings of Chapter 4, the data pointed to independent relationships among rejection sensitivity, violence and married men’s decoding deficits and biases for female strangers’ messages. In particular, there were no differences in decoding deficits or inferential biases between maritally violent rejection-sensitive and maritally non-violent rejection-sensitive men when decoding female strangers’ messages. Instead, the data revealed that maritally-violent men were poor decoders of female strangers’ positive messages compared to maritally non-violent men and maritally-violent women. In relation to negative messages, maritally-violent men were more accurate for female strangers’ negative messages than were maritally non-violent men. Maritally violent men had the highest decoding accuracy for negative messages. Maritally-violent men also tended to attribute female strangers’ messages as being significantly more negative, critical and rejecting in intent than did maritally non-violent men and maritally-violent women. Finally, the results showed that maritally-violent rejection-sensitive men’s decoding deficits and biases were relationship specific whereas maritally-violent men’s decoding deficits and cognitive biases were global deficits that extended to women other than the men’s wives. Implications of the findings were discussed, as well as the strengths and limitations of the study. The discussion concludes with implications for theory and practice and suggestions for future research.

Relationships between underachievement, individual type and attributional motivation were investigated among 37 underachieving senior science students from a boys' college, a girls' college and a coeducational college in New Zealand. An adaptation of the Myers-Briggs type inventory was used to identify individual type, and attributional motivation was determined by using two questionnaires, based upon attributional constructs established by Weiner (1979). Students in the sample were also interviewed. Results show a significant difference, too great to be attributed to a sampling fluctuation, between the observed number of students and the greater than expected number of students, particularly for the ESFJ (Extrovert-Sensing- Feeling-Judging) and ISFJ (Introvert-Sensing-Feeling-Judging) individual 'types' within the sample of underachieving students. A difference also was found between the observed number of Function Pairs, derived from the Myers-Briggs descriptions, and the expected number of Pairs within the sample. These differences were also too great to be attributed to a sampling fluctuation.A general lack of motivation was found among the students, with 'lack of effort' being attributed as a major cause of underachievement. Differences in attribution trends were found between different 'types'. Most of the students indicated that they were passive learners and generally were unaware of how to use metacognitive strategies to improve their learning and motivation.Implications from this research suggest that intervention approaches should be made by educators to improve accountability and reduce underachievement by students. Recommendations for various approaches used by the author, and by others described in the thesis to reduce or overcome underachievement are suggested. These might be used for individual types who are prone to underachieve, and for ++ / underachievers generally.

The purpose of this study was to examine the degree vi of redundancy between two prominent cognitive theories of depression: Beck's cognitive triad and Seligrnan's attributional triad. Three hundred and eighteen subjects were recruited from nine different psychology courses at Utah State University and affiliated locations across the state. Subjects completed the Cognitive Triad Inventory (CTI), the Attributional Style Questionnaire (ASQ), and the Beck Depression Inventory (BDI). Results indicate that the three CTI subscales (self, world, and future) and the three ASQ subscales (internal, global, and stable) did not correlate sufficiently to merit integration across measures. However, factor analyses reduced the three CTI constructs to two factors: a security/insecurity factor and the presence/absence of stressors. The ASQ also was reducible to two factors: a global/stable factor and an internal factor. The new CTI and ASQ factors could predict depression scores on the BDI equally as well as the CTI subscales and ASQ subscales, respectively.

No description available.

Suicide affects hundreds of thousands of people around the world each year. Despite many coordinated efforts to address this problem, in multiple domains, these numbers have risen over the last decade. The Interpersonal Theory of Suicide is a relatively recent theory that has received considerable attention and investigation. Perceived burdensomeness is one of the constructs from this theory. The belief that you are a burden on others is a robust predictor of suicidal ideation and, to a less understood extent, suicidal behavior. To my knowledge, few studies have looked at the factors that lead to perceived burdensomeness. This study was conducted to begin to address this gap in the literature. Attributional style, hopelessness, socially-prescribed perfectionism, and self-esteem were identified as potential vulnerability factors for perceived burdensomeness. One hundred twenty individuals were surveyed about these constructs and perceived burdensomeness. Participants were also asked to read three vignettes based on interviews with individuals with lived experiences related to suicide attempts. Following each vignette, participants were asked to report the level of perceived burdensomeness that they anticipated that they would feel in that situation as an additional analogue measure of perceived burdensomeness. It was found that attributional style, socially-prescribed perfectionism, and self-esteem predicted current levels of perceived burdensomeness. Self-esteem was the only variable that predicted analogue levels of perceived burdensomeness, beyond current levels of depression. This exploratory study has the potential to contribute to the literature by guiding and informing future research related to better understanding or reducing perceived burdensomeness.

No description available.

Bien que les recherches sur l'échec universitaire ne cessent de se multiplier, très peu se sont penchées sur celui des étudiants étrangers en France. C’est pourquoi la présente thèse vise à analyser les causes évoquées par ces étudiants pour expliquer leur échec ainsi que l’éventuel impact de leur culture d’origine sur leurs démarches attributionnelles. Pour répondre à cette interrogation, nous nous sommes inscrit dans le champ de la psychologie sociale, notamment avec la théorie de l'attribution causale. Cette dernière, qui constituera notre principale référence théorique, nous permettra d’appréhender la problématique de l'échec universitaire de ces étudiants. En outre, nous en avons étudié la genèse et l’évolution conceptuelle et paradigmatique en nous inspirant, pour des raisons épistémologiques et méthodologiques, du modèle attributionnel de Heider (1958) ainsi que de celui de Weiner (1986, 1992, 1994). Conscient à la fois de la complexité d’une démarche psychosociale en dehors d’une situation expérimentale et de l’importance de donner la parole aux acteurs, nous avons décidé d’entreprendre ce travail en nous basant sur des faits réels, à travers des entretiens avec des étudiants étrangers en situation d’échec universitaire. / Although research on academic failure continues to grow, very few studies have been conducted on foreign students in France. Therefore this thesis aims at analyzing the reasons the students gave to explain their failure and the potential impact of culture on their attributional approaches. To answer this question, we relied on a theoretical framework by considering psychosocial obedience, including the theory of causal attribution. The latter, which will be our main theoretical reference, will allow us to cast light on these students’ academic failure. Furthermore we studied the genesis and conceptual and pragmatical evolution of this theory by basing ourselves for epistemological and methodological reasons on Heider’s attribution theory (1958) as well Weiner’s (1986, 1992, 1994). Aware of both the complexity of a psychosocial approach outside of an experimental situation and the importance of giving a voice to those directly concerned we decided to use factual information rely on real-life cases through interviews with foreign students experiencing academic failure.

This study investigated the relationship between the depressive attributional style described by Beck and Seligman and elevation of mood. It was proposed that mood elevation would reduce the level of depression and, in addition, would reduce the number of negative attributions. The reduction of negative attributions was assumed to be a more cognitively mediated process and was proposed to occur subsequent to mood change. These assumptions are contrary to the current cognitive theories of depression and attribution which view attributional style as a prerequisite to both the development and reduction of depression. Subjects were 30 undergraduate students between the ages of 19 and 40 years old who volunteered to participate in the study. They were screened on the basis of demonstrated depression (13 and above on the Beck Inventory) and susceptibility to hypnosis (high susceptibility on the Harvard Group Scale of Hypnotic Susceptibility) . Subjects were randcmly assigned to one of three groups; (1) hypnosis with mood elevation, (2) hypnosis with relaxation, and (3) no treatment control. The results supported the hypothesis that mood elevation would reduce level of depression. The mood elevation group demonstrated a lowering of depression. The effects of the treatment procedure did not appear until the fourth session. As anticipated, reduction in negative attributions did not precede or coincide with reduction in depression. It was not possible to determine the change in the attributional style of subject during the time period of this study. The results were discussed in terms of Bower's Associative Network Theory in which activation of mood facilitates the access to memories, behaviors, and interpretation of events which are congruent with the mood state.