Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Personality and Social Psychology Bulletin
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Russell, D.
Right arrow Articles by Rose, J.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Russell, D.
Right arrow Articles by Rose, J.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Evaluating the Physically Disabled

An Attributional Analysis

Dan Russell

The University of Iowa

Julia C. Lenel

The University of Iowa

Cathy Spicer

The University of Iowa

Jean Miller

The University of Iowa

Jane Albrecht

The University of Iowa

Jayne Rose

The University of Iowa

A study is reported that examined how the achievement performances of disabled and nondisabled students are evaluated by others, and the possible role of attribution processes in mediating these performance evaluations. Female college students observed a young male confederate being administered a mathematics test. Whether or not the student appeared to be disabled and the level of performance on the mathematics test were varied in a 2 x 2 design. In contrast to expectations, the results indicated that the disabled student was evaluated more negatively for the same level of performance. Consistent with Weiner's attribution model, perceptions of control were found to be predictive of performance evaluations. However, a regression analysis indicated that attribution processes did not account for the differential evaluations received by the disabled and the nondisabled student.

Personality and Social Psychology Bulletin, Vol. 11, No. 1, 23-31 (1985)
DOI: 10.1177/0146167285111002
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Pers Soc Psychol BullHome page
T. J. Schoeneman, C. van Uchelen, S. Stonebrink, and P. R. Cheek
Expectancy, Outcome, and Event Type: Effects on Retrospective Reports of Attributional Activity
Pers Soc Psychol Bull, September 1, 1986; 12(3): 353 - 362.
[Abstract]