![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Relationships among attributions for success and failure and depression were investigated for 63 5th-grade students. Significant relationships were found among school-based attributions, as measured by global scale scores from the Student Academic Attribution Scale (SAAS) and the Student Social Attribution Scale (SSAS), general attributions as measured by the Children's Attributional Style Questionnaire (CASQ), and depression as measured by the Behavior Assessment System for Children (BASC). Scores from the SAAS and SSAS tend to be more strongly related to depression than do those from the CASQ. When scores from the SAAS, SSAS, and the CASQ were entered into a stepwise multiple regression, only global scores from the SAAS and the SSAS explained significant proportions of the variance in the BASC depression score. Results suggest that school-related attributions are more highly related to depression in nonclinical intermediate-grade students than are general attributions.
|
Abramson, L. Y. , Garber, J. , & Seligman, M. E. P. (1980). Learned helplessness in humans: An attributional analysis. In J. Garber & M. E. P. Seligman (Eds.), Human helplessness: Theory and applications (pp. 3-34). New York: Academic Press. Google Scholar | |
|
Abramson, L. Y. , Seligman, M. E. P. , & Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 37, 49-74. Google Scholar | Crossref | |
|
American Psychiatric Association . (1987). Diagnostic and statistical manual of mental disorders (3rd ed., revised). Washington, DC: Author. Google Scholar | |
|
Asarnow, J. R. , & Bates, S. (1988). Depression in child psychiatric inpatients: Cognitive and attributional patterns. Journal of Abnormal Child Psychology, 16, 601-615. Google Scholar | Crossref | Medline | ISI | |
|
Bell, S. M. , & McCallum, R. S. (1994). Student Social Attribution Scale. Unpublished test, University of Tennessee, Knoxville. Google Scholar | |
|
Bell, S. M. , & McCallum, R. S. (1995a). Development of a scale measuring student attributions and its relationship to self-concept and social functioning. School Psychology Review, 24, 271-286. Google Scholar | ISI | |
|
Bell, S. M. , & McCallum, R. S. (1995b). Student Academic Attribution Scale. Unpublished test, University of Tennessee, Knoxville. Google Scholar | |
|
Benfield, C. Y. , Palmer, D.J. , Pfefferbaum, B. , & Stowe, M. L. (1988). A comparison of depressed and nondepressed disturbed children on measures of attributional style, hopelessness, life stress, and temperament. Journal of Abnormal Child Psychology, 16, 397-410. Google Scholar | Crossref | Medline | ISI | |
|
Bracken, B. A. (1992). Multidimensional Self Concept Scale. Austin, TX: Pro-Ed. Google Scholar | |
|
Curry, J. F. , & Craighead, W. E. (1990). Attribution style and self-reported depression among adolescent inpatients. Child and Family Behavior Therapy, 12, 89-93. Google Scholar | Crossref | ISI | |
|
Eggen, P. , & Kauchak, D. (2001). Educational psychology: Windows on classrooms (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Google Scholar | |
|
Forsterling, F. (1985). Attributional retraining: A review. Psychological Bulletin, 98, 495-512. Google Scholar | Crossref | Medline | ISI | |
|
Friedlander, S. , Traylor, J. A. , & Weiss, D. S. (1986). Depressive symptoms and attribution style in children. Personality and Social Psychology Bulletin, 12, 442-453. Google Scholar | SAGE Journals | ISI | |
|
Gillham, J. E. , Reivich, K. J. , Jaycox, L. H. , & Seligman, M. E. P. (1995). Prevention of depressive symptoms in school children: Two-year follow-up. Psychological Science, 6, 343-351. Google Scholar | SAGE Journals | ISI | |
|
Gladstone, T. R. G. , & Kaslow, N.J. (1995). Depression and attributions in children and adolescents: A meta-analytic review. Journal of Abnormal Child Psychology, 23, 597-606. Google Scholar | Crossref | Medline | ISI | |
|
Graham, S. , & Weiner, B. (1996). Theories and principles of motivation. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 63-84). New York: Macmillan. Google Scholar | |
|
Jaycox, L. H. , Reivich, K. J. , Gillham, J. , & Seligman, M. E. P. (1994). Prevention of depressive symptoms in school children. Behavioral Research and Therapy, 32, 301-316. Google Scholar | Crossref | Medline | ISI | |
|
Kaslow, N. J. , Tanenbaum, R. L. , Seligman, M. E. P. , Abramson, L. Y. , & Alloy, L. Y. (1995). Children's Attribution Style Questionnaire. Philadelphia, PA: University of Pennsylvania. Google Scholar | |
|
Marsh, H. W. , & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-123. Google Scholar | Crossref | ISI | |
|
Miller, W. R. , & Seligman, M. E. P. (1973). Depression and the perception of reinforcement. Journal of Abnormal Psychology, 82, 62-73. Google Scholar | Crossref | Medline | ISI | |
|
Miller, W. R. , & Seligman, M. E. P. (1975). Depression and learned helplessness in man. Journal of Abnormal Psychology, 84, 228-238. Google Scholar | Crossref | Medline | ISI | |
|
Mukherji, B. L. , Abramson, L. Y. , & Martin, D. J. (1982). Induced depressive mood and attributional patterns. Cognitive Therapy and Research, 6, 15-21. Google Scholar | Crossref | ISI | |
|
Nolen-Hoeksema, S. , & Girgus, J. S. (1995). Explanatory style and achievement, depression, and gender differences in childhood and early adolescence. In G. M. Buchanan & M. E. P. Seligman (Eds.), Explanatory style (pp. 57-70). Hillsdale, NJ: Erlbaum. Google Scholar | |
|
Nolen-Hoeksema, S. , Girgus, J. S. , & Seligman, M. E. P. (1986). Learned helplessness in children: a longitudinal study of depression, achievement, and explanatory style. Journal of Personality and Social Psychology, 51, 435-452. Google Scholar | Crossref | Medline | ISI | |
|
Nolen-Hoeksema, S. , Girgus, J. S. , & Seligman, M. E. P. (1991). Sex differences in depression and explanatory style in children. Journal of Youth and Adolescence, 20, 233-245. Google Scholar | Crossref | Medline | ISI | |
|
Nolen-Hoeksema, S. , Girgus, J. S. , & Seligman, M. E. P. (1992). Predictors and consequences of childhood depressive symptoms: A five-year longitudinal study. Journal of Abnormal Psychology, 101, 405-422. Google Scholar | Crossref | Medline | ISI | |
|
Reynolds, C. R. , & Kamphaus, R. W. (1992). Behavioral Assessment System for Children manual. Circle Pines, MN: American Guidance Service. Google Scholar | |
|
Robins, C. J. , & Hinkley, K. (1989). Social-cognitive processing and depressive symptoms in children: A comparison of measures. Journal of Abnormal Child Psychology, 17, 29-36. Google Scholar | Crossref | Medline | ISI | |
|
Seligman, M. E. P. (1991). Learned optimism. New York: Knopf. Google Scholar | |
|
Seligman, M. E. P. (1995). The optimistic child. Boston: Houghton Mifflin. Google Scholar | |
|
Seligman, M. E. P. , Kaslow, N. J. , Alloy, L. B. , Peterson, C. , Tanenbaum, R. L. , & Abramson, L. Y. (1984). Attribution style and depressive symptoms among children. Journal of Abnormal Psychology, 93, 235-238. Google Scholar | Crossref | Medline | ISI | |
|
Sweeney, P. D. , Anderson, K. , & Bailey, S. (1986). Attributional style in depression: A meta-analytic review. Journal of Personality and Social Psychology, 50 (5), 974-991. Google Scholar | Crossref | Medline | ISI | |
|
Weiner, B. (Ed.). (1974). Achievement motivation and attribution theory. Morristown, NJ: General Learning Press. Google Scholar | |
|
Weiner, B. (1994a). Ability versus effort revisited. The moral determinants of achievement evaluation and achievement as a moral system. Educational Psychologist, 29, 163-172. Google Scholar | Crossref | ISI | |
|
Weiner, B. (1994b). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573. Google Scholar | SAGE Journals | ISI |
