Ryan K M, Bartlett-Weikel K
Department of Psychology, Lycoming College, Williamsport, PA 17701.
Int J Aging Hum Dev. 1993;37(2):139-52. doi: 10.2190/GQ4C-25NW-WNNT-79H6.
The present study explored open-ended attributions for the success and failure of relatively younger and older men in social and academic situations using a between-subjects design. Attributions were collected from 109 college students and were coded using the Elig and Frieze scheme. Results showed that respondents were more likely to make attributions that combined age with other attributional categories (age-related attributions) than attributions solely to target's age. And, they made more ability-task interaction than ability attributions. Moreover, both attributions were as likely to be made for the elderly adult's success as his failure. Finally, differences also emerged in results from the stability dimension and those for age-related and ability-task attributions indicating that these parameters should be assessed independently in future research.
本研究采用组间设计，探讨了相对年轻和年长男性在社交和学术情境中成功与失败的开放性归因。从109名大学生中收集了归因，并使用埃利格和弗里兹的方案进行编码。结果表明，与仅归因于目标年龄的归因相比，受访者更有可能做出将年龄与其他归因类别相结合的归因（与年龄相关的归因）。而且，他们做出的能力-任务交互归因比能力归因更多。此外，对老年人成功和失败的归因可能性相同。最后，稳定性维度的结果与年龄相关和能力-任务归因的结果也出现了差异，表明这些参数在未来研究中应独立评估。
