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Personality and Social Psychology Bulletin
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Causal Attributions for Student Performance

Effects of Teachers' Conceptual Complexity

Ronald Muneno

Behaviorlogics, Pasadena, California

Myron H. Dembo

University of Southern California

The purpose of this study, was to determine whether differences in conceptual complexity are related to the tendency of preservice teachers to make ego-defensive attributions for student performance under success or failure conditions. It was hypothesized that concrete individuals would make more ego-defensive attributions than abstract individuals and abstract individuals would make more nondefensive attributions than concrete individuals. The data support the hypotheses only for attributions regarding student ability and motivation.

Personality and Social Psychology Bulletin, Vol. 8, No. 2, 201-207 (1982)
DOI: 10.1177/0146167282082003
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