STRESS, NEED FOR ACHIEVEMENT, AND ATTRIBUTIONAL STYLES

Abstract

This study investigated the effects of a prior academic failure on subsequent test situations. It was postulated that after experiencing a failure, individuals differing in their achievement needs would manifest different cognitive and behavioural tendencies. Three concepts were examined in this regard, namely causal attribution for failure, appraisal of a subsequent test situation, and the coping mechanisms employed in that situation. It was found that Low nAch subjects, in contrast to High nAch subjects, attributed their failure to low ability more, had less positive appraisal of the test situation, and employed active coping mechanisms less frequently. The model derived from the results suggests that attribution and appraisal have an impact on the type of coping strategies used. Essentially, Low nAch subjects displayed less productive attribution and appraisal tendencies, leading to the usage of less adaptive coping strategies. The study has important implications for education, as attribution and appraisal styles, as well as the coping mechanisms employed, could be potent predictors of whether one would succeed or fail on future achievement tasks.