Weiner's Theory of Motivarion

WEINER ATTRIBUTION THEORY
MOTIVATION
LUBNA ALY KHAN

ASSISTANT PROFESSOR
GACE
MOTIVATION
Motivation is an internal process. Whether we define
it as a drive or a need, motivation is a condition inside
us that desires a change, either in the self or the
environment. When we tap into this well of energy,
motivation endows the person with the drive and
direction needed to engage with the environment in an
adaptive, open-ended, and problem-solving sort of
way (Reeve,2018).
According to B.F. Skinner, “Motivation in school
learning involves arousing, persisting, sustaining and
directing desirable behavior.”
Characteristics of Motivation:
 Personal and internal feeling.
 Art of stimulating someone.
 Produces goal.
 Motivation can be either positive or negative.
 It is system oriented.
 It is a sort of bargaining.
Extrinsic Motivation
Extrinsic motivation is when we are motivated to
perform a behavior or engage in an activity because
we want to earn a reward or avoid punishment.
You will engage in behavior not because you enjoy it
or because you find it satisfying, but because you
expect to get something in return or avoid something
unpleasant.
Extrinsic Motivation
•Going to work to get paid
•Studying to get a good grade
•Working hard to get a raise or recognition from
your boss
•Tidying your house to avoid feeling
embarrassed when company comes over
Intrinsic motivation is when you engage in
a behavior because you find it rewarding. You
are performing an activity for its own sake rather
than from the desire for some external reward.
The behavior itself is its own reward.
Intrinsic Motivation
•Working because you enjoy the job
•Studying because you find the subject interesting
•Tackling a new project because you love a challenge
•Tidying your house because a clean home keeps you
calm
A person's motivation to attempt a task is
directly related to his or her confidence in a
positive outcome. If people believe they will be
unsuccessful, they are less likely to try and if
they do, it is doubtful they will give 100% effort.
The basic principle of attribution theory states
that a person's attributions for success or failure
determine the amount of effort the individual
will expend on the task.
In psychology, the word 'attribution'
refers to the inference made about the
causes behind an event or behavior.
The basic principle of attribution

theory states that a person's
attributions for success or failure
determine the amount of effort the
individual will expend on the task.
Motivation is the psychological stimulus that
directs people to act in a certain way to
achieve their individual goals. Bernard
Weiner stated it more clearly when he
wrote, Motivation is the study of why people
think and behave as they do. Weiner focused
on the link between motivation and behavior
attribution.
Bernard Weiner proposed a theory suggesting
that a person’s own attributions in attempt to
explain their success or failure determines the
effort they are willing to exert in the future.
Affective and cognitive assessment influences
the behavior in the future when similar
situations are experienced.
Weiner pinpointed a specific attribution that
aspects like luck, effort, etc, are not as
important as the characteristics of the
attribution. This was described as the three
casual dimensions, which is the reason for
Weiner’s Attribution model being called
the Three-Dimensional Model.
Three Casual Dimensions
Locus
Locus dimension refers to the perception of the
cause of any event as internal or external.
If a learner believes that she failed her math test
because she lacked inability, she is referring to her
internal attribution. On the other hand, if she blames
the teacher to be incompetent, she is referring to the
external attribution.
Association with Emotional Responses
This dimension is related to feeling of pride and
self-esteem. People feel the sense of pride in their
accomplishment, especially when they believe that it
was their effort which lead them to success.
Stability
Stability dimension refers to whether the cause
of the event is stable or unstable across time
and situations.
From the previous example, if she believes
that she failed her math exam because of her
inability in math, the cause is stable. The
cause is more stable if she believes that her
lack of ability is permanent. On the other
hand, if she believes that had she not been
sick, she could have aced the test, the cause is
unstable, as illness is a temporary factor.
Attributions to permanent factors or stable
causes are more likely to lead the learner
towards success if the learner experiences
success. However, in case of failure,
attributions to stable causes are likely to
decrease the morale and expectations of the
learner in the future.
In case of unstable attributions, this dimension
is related to feelings of hopelessness or
hopefulness. In contrast, for the stable causes,
a learner believes that there can be different
outcomes I the future.
Controllability
Controllability dimension refers to whether or not the cause of
any event is under the control of the learner.
From the aforementioned examples; if she believes that she
could have done better in the test had she practiced more, the
cause is controllable. On the other hand, if she doubts her ability
in math, the cause is uncontrollable. Environmental or external
attributions cannot be considered as controllable.
Guilt and shame are the kind of emotions experienced in this
dimension. Learners who believe they failed because of their
lack of effort experience a sense of guilt. On the other hand,
those who deem themselves unworthy are more likely to
experience the feelings of shame or similar emotions.
Studies have found that academic achievement is
improved when the learners attribute their academic
outcomes to effort and study techniques rather than
factors like lack of ability and health problems.
For instance, a student who blames his lack of effort
to failure in examination may be motivated to study
harder for the next exam in order avoid the same
outcome. However, a student who deems herself
incapable of studying lacks motivation and is more
likely to fail in the next examination too, solely
because of her lack of effort.

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WEINER ATTRIBUTION THEORY

LUBNA ALY KHAN

The basic principle of attribution

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