Haugen R, Lund T
Oslo College, Institute for Teacher Education, Norway.
Br J Educ Psychol. 1998 Dec;68 ( Pt 4):537-49. doi: 10.1111/j.2044-8279.1998.tb01310.x.
People vary greatly with respect to the way they explain negative events (personal failures), and this variation in attributional style seems to be related to various personality traits and also academic performance. For example, the theory of learned helplessness regards a pessimistic attributional style as an important determinant in the development of depression.
The primary purpose of the present study was to compare attributions for positive and negative events with respect to correlations with seven personality dispositions. The comparisons concern the three attributional dimensions internality, stability and globality, as well as their combination. The hypothesis was that attributions for positive events are differently correlated with the seven personality dispositions than are attributions for negative events.
166 advanced teacher students (132 females and 34 males).
On the basis of an inventory the students were given scores on the attributional variables (related to imagined positive and negative academic events), global and academic self-esteem, motive to seek success, motive to avoid failure, self-efficacy, defensiveness, and depression.
The hypothesis was confirmed. Attributions for positive events correlated differently with the seven personality dispositions than attributions for negative events. Also, factor analysis of the attributional dimensions indicated that attributions for positive events measured quite different components than attributions for positive events.
The general conclusion is that both event kinds should be considered when using attributional style for predicting or explaining personality and behavioural variables.
人们在解释负面事件（个人失败）的方式上差异很大，这种归因风格的差异似乎与各种人格特质以及学业成绩有关。例如，习得性无助理论认为悲观的归因风格是抑郁症发展的一个重要决定因素。
本研究的主要目的是比较积极和消极事件的归因与七种人格倾向的相关性。比较涉及归因的三个维度——内在性、稳定性和全局性，以及它们的组合。假设是积极事件的归因与七种人格倾向的相关性不同于消极事件的归因。
166名高年级师范学生（132名女生和34名男生）。
根据一份量表，学生们在归因变量（与想象中的积极和消极学业事件相关）、总体自尊和学业自尊、追求成功的动机、避免失败的动机、自我效能感、防御性和抑郁方面获得分数。
假设得到证实。积极事件的归因与七种人格倾向的相关性不同于消极事件的归因。此外，归因维度的因子分析表明，积极事件的归因所测量的成分与消极事件的归因截然不同。
总的结论是，在使用归因风格预测或解释人格和行为变量时，应同时考虑这两种事件类型。
