Attribution theory Sample Clauses

Attribution theory. Maladaptive information processing is not only important as an underlying mechanism which acts as an antecedent of bullying but also as a translational step towards the development of adjustment problems. In accordance with the attribution theory, a key component of decoding information from the environment is to assign intent or causation to the occurrence of events and others’ behaviours. By attributing a cause or intent, individuals are able to have some control, predict and understand their environment (Xxxxxx, 1985). This is not only important for informing an individual’s responsive or general behaviours but also acts as a reinforcement tool for shaping their self-concept and understanding the implications the event or behaviour may have on one’s life. The most widely accredited framework for the attribution theory proposes that the causation of events and behaviours can be placed upon three key continua (1) internal-external, which explains an event as being caused by the self versus factors outside the self; (2) global-specific, which explains an event as being caused by factors that will affect all situations versus factors that are situation-specific; and (3) stable- unstable, which explains an event as being caused by factors that are consistent and stable across time versus unstable, unpredictable and inconsistent factors (Xxxxxxxx, Xxxxxxxx, & Xxxxxxxx, 1978). Researchers have suggested that these cognitive styles develop and stabilise throughout childhood, thus experiences and life events during this time play a crucial role in the formation of such styles (Xxxxx & Dodge, 1994). Studies have suggested a number of factors that may contribute to the development of negative attributional styles in children (Xxxxxx, Xxxxxxxx, Xxxxxxxxx, & Xxxxxx, 1999). These factors include family experiences and parental relationships (Xxxxxxxx & Xxxxxxxx, 1984). For example, children may learn their attributional styles from observations of their parents and families. This has been empirically supported by a number of studies, which have shown cross-sectional associations between parents’ attributional feedback and children’s attributional styles (Xxxxx et al., 2001; Xxxxxx & Xxxxx, 2001). Children’s adjustment problems such as depression may also contribute towards the formation of attribution styles (Xxxxxxx & Xxxxx, 1995; Xxxxxxx & Xxxxxx, 1990). Feelings of low self-worth and depressive symptoms may result in self-blame for negative events thus contributin...