Assessment of Children’s Attributions for Social Experiences: Implications for Social Skills Training

Abstract

A considerable amount of research has been generated linking attributions for achievement success and failure to expectations about and production of future behavior (cf. Dweck, 1975; Weiner, 1979). Very little effort, however, has been directed toward studying the relations between attributions and success and failure in the realm of social relationships. It seems likely, as Weiner (1979) has suggested, that the same or similar cognitive mediators as those that have been identified as being important in the achievment sphere would also be important in determining reactions and behavior in any situation where one can succeed or fail. As has been previously noted in this volume, one set of situations that has crucial implications for children is social relationships. By examining children's attributions for social success and failure the causal and maintenance conditions of sociometric status should become more apparent.