A theory of motivation for some classroom experiences.

A theory of motivation based upon attributions of causality for success and failure is offered. The heart of the theory consists of an identification of the dimensions of causality and the relation of these underlying properties of causes to psychological consequences. Three central causal dimensions have been discerned: stability, locus, and control; these dimensions, respectively, are linked with expectancy change, esteem-related emotions, and interpersonal judgments. Within achievement-related contexts, this theory is pertinent to a diverse array of phenomena and topics, including self-esteem maintenance, achievement-change programs, reinforcement schedules, hopelessness, sources of emotion, helping, evaluation, and liking. The range of the theory is further demonstrated by applications to hyperactivity, mastery, parole decisions, loneliness and affiliation, and depression. It appears that a general theory of motivation is under development that has important implications for the understanding of classroom thought and behavior.