文章基本信息

标题：帰属教示が運動パフォーマンスに及ぼす影響について
其他标题：The effects of the attributional instructions on motor performance
本地全文：下载
作者：伊藤豊彦
期刊名称：体育学研究
印刷版ISSN：0484-6710
电子版ISSN：1881-7718
出版年度：1984
卷号：28
期号：4
页码：299-308
DOI：10.5432/jjpehss.KJ00003402651
语种：Japanese
出版社：Japan Society of Physical Education, Health and Sport Sciences
摘要：The purpose of this study is to investigate the effects of the attributional instructions and achievement motivation on motor performance. The level of achievement motive (high or low achievement motive) was combined factorially with both attributional instruction (ability or effort) condition and trial condition (six trials) in a 2×2×6 design with repeated measures. The ability instruction condition was introduced by saying," The task performance will be influenced by your ability," prior to its trial, and the effort instruction condition was introduced by saying, "The task performance will be influenced by your effort". Forty-four male university students performed the mirror drawing test in one of the above four conditions. After the 2 nd, 4 th and 6 th trials, they made causal attributions for their outcomes and then evaluated the degrees of affection and expectancy at the next two trials. The main findings were as follows; (1) The ability instruction group attributed their outcome to good luck more than the effort instruction group. (2) All groups of different conditions showed significant increase in effort attribution, and decrease in task difficulty attribution. (3) The affective response (positive affection) in the effort instruction group was higher than that in the ability instruction group. (4) In the ability instruction condition, the expectancy in high achievement motive group was higher than that in low achievement motive group. But in the effort instruction condition, the expectancy in high achievement motive group was lower than that in low achievement motive group. (5) In the low achievement motive group, the speed in the effort instruction condition was superior to that in the ability instruction condition. In the high achievement motive group, however, the speed in the effort instruction condition was inferior to that in the ability instruction condition. On the whole, these findings supported Weiner's attributional model. Several issues on the application of attribution change program were discussed.
其他摘要：The purpose of this study is to investigate the effects of the attributional instructions and achievement motivation on motor performance. The level of achievement motive (high or low achievement motive) was combined factorially with both attributional instruction (ability or effort) condition and trial condition (six trials) in a 2×2×6 design with repeated measures. The ability instruction condition was introduced by saying," The task performance will be influenced by your ability," prior to its trial, and the effort instruction condition was introduced by saying, "The task performance will be influenced by your effort". Forty-four male university students performed the mirror drawing test in one of the above four conditions. After the 2 nd, 4 th and 6 th trials, they made causal attributions for their outcomes and then evaluated the degrees of affection and expectancy at the next two trials. The main findings were as follows; (1) The ability instruction group attributed their outcome to good luck more than the effort instruction group. (2) All groups of different conditions showed significant increase in effort attribution, and decrease in task difficulty attribution. (3) The affective response (positive affection) in the effort instruction group was higher than that in the ability instruction group. (4) In the ability instruction condition, the expectancy in high achievement motive group was higher than that in low achievement motive group. But in the effort instruction condition, the expectancy in high achievement motive group was lower than that in low achievement motive group. (5) In the low achievement motive group, the speed in the effort instruction condition was superior to that in the ability instruction condition. In the high achievement motive group, however, the speed in the effort instruction condition was inferior to that in the ability instruction condition. On the whole, these findings supported Weiner's attributional model. Several issues on the application of attribution change program were discussed.