Referencias

• Alonso Tapia, J. (1992). Motivar en la adolescencia: Teoría, evaluación e intervención. Madrid: Ediciones de la Universidad Autónoma de Madrid.
   Google Scholar
• Alonso Tapia, J. (1984). Atribución de causalidad y motivación de logro desde una perspectiva evolutiva. Evidencia empírica. Infancia y Aprendizaje, 26, 31–46.
   Google Scholar
• Alonso Tapia, J. (1983). Atribución de la causalidad y motivación de logro: Estudio evolutivo de la utilización de información en la realización de juicios de atribuciones. Estudios de Psicología, 16, 13–27.
   Google Scholar
• Ames, R. (1975). Teachers' attributions of responsability: Someunexpected nondefensive effects. Journal of educational Psychology, 67, 668–676.
   Web of Science ®Google Scholar
• Bar-Tal, D., Golberg, M., y Knaani, A. (1984). Causes of success and failure and their dimensions as a functions of SES and gender: a phenomological analysis. British Journal of Educational Psychology, 54, 1, 51–61.
   Web of Science ®Google Scholar
• Beckman, L. (1973). Teachers' and observers' perceptions of causality for a child's performance. Journal of Educational Psychology, 65, 198–204.
   Web of Science ®Google Scholar
• Bradley, G. (1978). Self-service biases in the attribution process: A reexamination of the fact or fiction question. Journal of Personality and Social Psychology, 36, 56–71.
   Web of Science ®Google Scholar
• Bueno, J. A., y Beltrán, J. (1993). El desarrollo de las atribuciones causales en los sujetos de bajo rendimiento académico. En J.A. Beltrán, L. Pérez, E. González. R. González y D. Vence (Eds), Líneas actuales en la intervención psicopedagógica I: Aprendizaje y contenidos del curriculum (págs. 369–390). Madrid: Departamento de Psicología Evolutiva y de la Educación, Universidad Complutense.
   Google Scholar
• Bueno, J. A. (1991). Cuestionario JA-BA II. Madrid: Departamento de Psicología Evolutiva y de la Educación, Universidad Complutense.
   Google Scholar
• Burke, J. P., Hunt, J.P., y Bickford, R.L. (1985). Causal internalization of academic performance as a function of self-esteem and performance satisfaction. Journal of Research in Personality, 19, 321–329.
   Google Scholar
• Clark, C. M., y Peterson, P.L. (1990). Procesos de pensamiento de los docentes. En M.C. Wittrock (Ed.), La investigación de la Enseñanza, III (443–539). Madrid: MEC—Paidós. (Original en inglés de 1986).
   Google Scholar
• Cohen, C. (1983). Inferring the characteristics of the people: categories and attribute accesibility. The Journal of Personality and Social Psichology, 44, 34–44.
   Google Scholar
• Cooper, H. M., y Burger, J. M. (1980). How teachers explain students' academic performance: A categorization of free response academic attributions. American educational Research Journal, 17 (1), 95–109.
   Google Scholar
• Covington, M. V., y Omelich, C. L. (1984a). The trouble with pitfalls: a reply to Weiner's critique of attribution research. Journal of Educational Psychology, 76 (6), 1199–1213.
   Google Scholar
• Covington, M. V., y Omelich, C. L. (1984b). An empirical examination of Weiner's critique of attribution research. Journal of Educational Psychology, 76 (6), 1214–1225.
   Google Scholar
• Covington, M. V., y Omelich, C. L. (1979). Are causal attributions causal?. A path analysis of the cognitive model of achievement motivation. Journal of Personality and social Psychology, 31 (9), 1487–1504.
   Google Scholar
• Deschamps, J. C. (1973). L'attribution, la catégorisation sociale et les representations intergroupes. Bulletin de Psychologie, 27, 710–721.
   Google Scholar
• Duda, J., y Allison, M. (1989). The attributional theory of achievement motivation: Cross-cultural considerations. International Journal of Intercultural Relations, 13, 37–55.
   Web of Science ®Google Scholar
• Dweck, C. S., y Elliot, E. S. (1983). Achievement motivation. En P.H. Mussen (Ed. gen.) y E.M. Hetherington (Ed. vol.), Handbook of child psychology. Vol. IV: Social and personality development (págs 643–691). Nueva York: Wiley.
   Google Scholar
• Dweck, C. S., y Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25, 109–116.
   Web of Science ®Google Scholar
• Echebarría, A. (1995). Sesgos atribucionales. En J.F. Morales (Coord.), Psicología Social (254—268). Madrid: McGraw-Hill.
   Google Scholar
• Echebarría, A., Fernández, E., Sanjuan, C., y Valencia, J. F. (1992). Social representations of drugs, causal jugment and social perception. European Journal of Social Psychology, 22, 1, 73–84.
   Google Scholar
• Fiske, S., y Taylor, S. (1984). Social Cognition. Massachusetts: Addison Wesley.
   Google Scholar
• Fontaine, G (1974). Social comparison and some determinants of expected personal control and expected performance in a novel task situation. Journal of Personality and Social Psychology, 29, 487–496.
   Web of Science ®Google Scholar
• Frieze, I. H. (1976). Causal attributions and information seeking to explain success and failure. Journal of Research in Personality, 10, 293–305.
   Web of Science ®Google Scholar
• Frieze, I. H., y Weiner, B. (1971). Cue utilization and attributional judgments for success and failure. Journal of Personality, 39, 591–605.
   Web of Science ®Google Scholar
• Girard, R. (1982). La bouc èmissaire. París: Grasset.
   Google Scholar
• Graham, S. (1994). Motivation in african americans. Review of Educational Research, 64, 1, 55–117.
   Web of Science ®Google Scholar
• Graham, S. (1991). A view of attribution theory in achievement contexts. Educational Psychology Review, 3 (1), 5–39.
   Web of Science ®Google Scholar
• Hanes, B. F. (1979). Causal attributions by teacher-traines for succes and failure outcomes of elementary students labeled normal y gifted. Dissertation Abstraes International, 40, 3198–3199S.
   Google Scholar
• Harvey, J., y Weary, G. (1984). Current trends in attribution theory and research. Annual Review of Psychology, 35, 427–459.
   PubMed Web of Science ®Google Scholar
• Hastie, R. (1983). Social inference. Annual Review of Psychology, 34, 511–542.
   Web of Science ®Google Scholar
• Hannover, B. (1990). Judmental prodesses in self-evaluation. General meeting of the European Association of experimetal Social Psychology. Budapest.
   Google Scholar
• Heider, F. (1958). The psychology of interpersonal relations. Nueva York: Willey and Sons.
   Google Scholar
• Heilman, M. E., y Guzzo, R. A. (1978). The perceived causes of work success as a mediator of sex discriminations in organizations. Organizational Behavior and Human Performance, 21, 346–357.
   Web of Science ®Google Scholar
• Hewstone, M. (1989). Attribution theory and research: Fundamental questions. En M. Hewstone (Ed.), Causal attribution (págs. 30–70). Oxford: Basil Blackwell.
   Google Scholar
• Hewstone, M., y Antaki, Ch. (1990). Teoría de la Atribución y explicaciones sociales. En M. Hewstone, W. Stroebe, J.P. Codol y G.M. Stephenson (Eds.), Introducción a la psicología social. Una perspectiva europea (págs. 120–148). Barcelona: Ediciones Ariel S.A. (original en inglés de 1988).
   Google Scholar
• Hewstone, M., Gale, L., y Purkhardt, N. (1990). Intergroup attributions for success and failure: Group-serving bias and group-serving causal schemata. Cahiers de Psychologie Cognitive, 10, 1, 23–44.
   Google Scholar
• Hiebert, E. H. (1984). Children's attributions for failure and success in different aspects of reading. Journal of Educationnal Psychology, 76, 6, 1139–1148.
   Google Scholar
• Inagi, T. (1977). Causal adscription and expectancy of success. Japanese Psychological Research, 19, 23–30.
   Web of Science ®Google Scholar
• Jaspars, J., y Hewstone, M. (1986). La Teoría de la atribución. En S. Moscovici (Ed.), Psicología social (vol. 2). Pensamiento y vida social. Psicología social y problemas sociales (págs. 415–426). Barcelona: Paidós. (original en francés de 1984).
   Google Scholar
• Kahneman, D., Slovic, P., y Tversky, A. (1982). Judgment under uncertainty: Heuristics and biases. Cambridge: Cambridge University Press.
   Google Scholar
• Kassin, S. M., y Hochreich, D. (1977). Instruccional set: a neglected variable in attribution research? Personality and Social Psychology Bulletin, 3, 620–623.
   Web of Science ®Google Scholar
• Kelley, H. (1973). The process of causal attribution. American Psychologist, 28, 107–128.
   Web of Science ®Google Scholar
• Kojima, M. (1984). A study of causal attribution in achievement-related behavior: An analysis both in the experimental and in the educational setting. Journal of Child Development, 20, 20–30.
   Google Scholar
• Krantz, S. E., y Rude, S. (1984). Depressive attributions: Selection of different causes or assignment of different meanings? Journal of Personality and Social Psychology, 47, 193–203.
   PubMed Web of Science ®Google Scholar
• Kruglanski, A., y Azjen, J. (1983). Bias and error in human judgment. European Journal of Social Psycology, 13, 1–44.
   Web of Science ®Google Scholar
• Kukla, A. (1972). Attributional determinants of achievement-related behaviour. Journal of Personality and Social Psychology, 21, 166–174.
   Web of Science ®Google Scholar
• Kun, A., y Weiner, B. (1973). Neccessary versus sufficient causal schemata for success and failure. Journal of Research in Personality, 7, 197–207.
   Web of Science ®Google Scholar
• Langer, E. J. (1978). Rethinking the role of thought in social interaction. En J.H. Harvey (Ed.), New directions in atribution research (Vol. 2, págs. 35–58). Hillsdale, Nueva Jersey: Lawrence Erlbaum Associates.
   Google Scholar
• Lewis, M. (1989). Consistency of children's causal attributions across content domains. Trabajo presentado en la Annual Meeting of the American Educational Research Association. San Francisco, California, 27–31 de Marzo.
   Google Scholar
• Lindsay, P., y Norman, D. (1983). Introducción a la psicología cognitiva. Madrid: Tecnos.
   Google Scholar
• Mcmahan, I. D. (1973). Relationship between causal attributions and expectancy of success. Journal of Personality and Social Psychology, 28, 108–114.
   Web of Science ®Google Scholar
• Meyer, J. P., y Koelbl, S. L. (1982). Dimensionality of students' causal attributions for test performance. Personality and Social Psychology Bulletin, 8, 31–36.
   Google Scholar
• Meyer, W. U. (1973). Leistungmotiv und ursachenerklärung von erfolg und misserfolg. Stuttgart: Enrst Klett.
   Google Scholar
• Michela, J. L., Peplau, L. A., y Weeks, D. G. (1982). Perceived dimensions of attributions for lone-lines. Journal of Personality and social Psychology, 43, 928–936.
   Google Scholar
• Montero, I., y Alonso, J. (1992). Achievement motivation in high school: contrasting theoretical models in the classroom. Learning and Instruction, 2, 43–57.
   Google Scholar
• Navas, L. (1994). Hacia un modelo causal del rendimiento académico desde la teoría atribucional y el análisis de las expectativas de los alumnos. Madrid: UNED (Tesis doctoral sin publicar).
   Google Scholar
• Navas, L., Castejón, J. L., y Sampascual, G. (1995). Análisis de las diferencias entre alumnos y alumnas de secundaria en sus expectativas y autoconcepto: ¿otra perversión de los roles de género? En F. Lara (Comp.), Psicología Evolutiva y de la Educación. Actas del IV Congreso INFAD (277–284). Burgos: Facultad de Humanidades y Educación de la Universidad de Burgos.
   Google Scholar
• Navas, L., Castejón, J. L., y Sampascual, G. (1993). Procesos de atribución y expectativas ante un examen de matemáticas: El desajuste de los que suspenden. En M. García, M.J. García, J.N. García, C. Rodríguez, L. Gutiérrez, B. Domenech, P. Palomo y F. Flecha (Eds.), Actas del III Congreso INFAD (Infancia—Adolescencia) (págs. 395–400). León: Departamento de Filosofía y Ciencias de la Educación. universidad de León.
   Google Scholar
• Neale, J. M., y Friend, R. (1972). Attributional determinants of reactions to performance in academic situations. Perceptual and Motor Skills, 34, 35–40.
   Google Scholar
• Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91 (3), 328–346.
   Web of Science ®Google Scholar
• Nicholls, J. G. (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult task require more ability. Child Development, 49, 800–814.
   Web of Science ®Google Scholar
• Nisbett, R. E., Caputo, C., Legant, P., y Maracek, J. (1973). Behaviour as seen by the actor and as seen by the observer. Journal of Personality and social Psychology, 27, 154–164.
   Web of Science ®Google Scholar
• Norusis, M. J. (1990). Manual of SPSS/PC+. Michigan: SPSS Inc.
   Google Scholar
• Páez, D., Villarreal, M., Etxeberría, A., y Valencia, J. (1987). Cognición social: Esquema y función cognitiva aplicada al mundo social. En D. Páez et al. (Eds.), Pensamiento, individuo y sociedad Cognición y representación social (págs. 71–183). Madrid: Editorial Fundamentos.
   Google Scholar
• Pancer, S. M., y Eiser, J. R. (1977). Expectations, aspirations, and evaluations as influenced by another's attributions for success and failure. Canadian Journal of Behavioral Science, 9, 252–264.
   Web of Science ®Google Scholar
• Peterson, P. L., y Barger, S. A;. (1985). Attribution theory and teacher expectancy. En J.B. Dusek, V.C. Hall y W. J. Meyer (Eds.), Teacher expectancies (159–184). Hillsdale: Lawrence Erlbaum Associates.
   Google Scholar
• Poliakov, L. (1980). La causalité diabolique. París: Calman-Lévy.
   Google Scholar
• Rejeski, W. J., y Mccook, W. (1980). Individual differences in profesional teachers' attributions for children's performance outcomes. Psychological Reports, 46, 1159–1163.
   Google Scholar
• Rest, S., Nierenberg, R., Weiner, B., y Heckhausen, H. (1973). Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation. Journal of Personality and Social Psychology, 28 (2), 187–199.
   Google Scholar
• Rosenthal, D. A., y Feldman, S. S. (1991). The influence of perceived family and personal factors on self-reported school performance of chinese and western high school students. Journal of Research on Adolescence, 1 (2), 135–154.
   Google Scholar
• Ross, L. D., Bierbrauer, G., y Polly, S. (1974). Attribution of educational outcomes by professional and nonprofessional instructors. Journal of Personality and Social Psychology, 29, 609–618.
   PubMed Web of Science ®Google Scholar
• Ross, M., y Fletcher, G. (1985). Attribution and social perception. En G. Lindzey y E. Aronson (Eds.), Handbook of Social Psychology (Vol. 2) (35–58). Nueva York: Random House.
   Google Scholar
• Sampascual, G., Navas, L., y Castejón, J. L. (1994). Procesos atribucionales en la educación secundaria obligatoria: un análisis para la reflexión. Revista de Psicología General y Aplicada, 47, 4, 449–459.
   Google Scholar
• Snyder, M. (1984). When belief creates reality. En L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 18, 248–306). Nueva York: Academic Press.
   Google Scholar
• Stipek, D. J. (1984). The development of achievement motivation. En R. Ames y C. Ames (Eds.), Research on motivation in education (Vol. 1, págs. 145–174). Orlando, Florida: Academic Press.
   Google Scholar
• Taylor, S. E., y Koivumaki, J. H. (1976). The perception of self and others: Acquaintanceship, affect, and actor-observer differences. Journal of Personality and social Psychology, 33, 403–408.
   PubMed Web of Science ®Google Scholar
• Tom, D., y Cooper, H. (1986). The effect of student back-ground on teacher performance attributions: Evidence for counterdefensive patterns and low expectancy cycles. Basis and Applied Social Psychology, 7 (1), 53–62.
   Web of Science ®Google Scholar
• Turk, E., y Bry, B. H. (1992). Adolescents and parents explanatory styles and parents' causal explanations about their adolescents. Cognitive Therapy and Research, 16 (3), 349–357.
   Google Scholar
• Weiner, B. (1992). Human motivation. Metaphors, theories, and research. California: Sage.
   Google Scholar
• Weiner, B. (1988). Attribution theory and attributional therapy: Some theoretical observations and suggestions. British Journal of Clinical Psycology, 27, 99–104.
   PubMed Web of Science ®Google Scholar
• Weiner, B. (1986). An attributional theory of motivation and emotion. Nueva York: Springer-Verlang.
   Google Scholar
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548–573.
   PubMed Web of Science ®Google Scholar
• Weiner, B. (1979). A theory of motivation for some classroom experiencies. Journal of Educational Psychology, 71, 3–25.
   PubMed Web of Science ®Google Scholar
• Weiner, B., y Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1–20.
   Web of Science ®Google Scholar
• Weiner, B., Nierenberg, R., y Goldstein, M. (1976). Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success. Journal of Personality, 44, 52–68.
   Web of Science ®Google Scholar
• Weiner, B., y Peter, N. (1973). A cognitive developmental analysis of achievement and moral judgments. Developmental Psychology, 9, 290–309.
   Web of Science ®Google Scholar
• Weiner, B., y Sierad, J. (1975). Misattribution for failure and enhacement of achievement strivings. Journal of Personality and Social Psychology, 31, 415–421.
   Web of Science ®Google Scholar
• Weisz, J. R., y Stipek, D. (1982). Competence, contingency, and the development of perceived control. Human Development, 25, 250–281.
   PubMed Web of Science ®Google Scholar
• Willig, A. C. (1983). Sociocultural and educational correlates of success-failure attributions and evaluation anxiety in the school setting for black, hispanic and anglo children. American Educational Research Journal, 20, 3, 385–410.
   Web of Science ®Google Scholar
• Yussen, S. R., y Kane, P. T. (1980). Children's conception of inteligence. Technical Report 546. Wisconsin: Research and Development Center for Individualized Schooling.
   Google Scholar