Answer the following questions in about 150 words each : (c) Do attribution processes explain success and failure behaviour in social context ? Answer this in the light of Weiner's model of attribution.

Weiner's Model of Attribution and Social Context

Weiner's attribution model is highly effective in explaining success and failure behavior in a social context by categorizing the perceived causes of outcomes along three key dimensions:

• Locus of Control: This dimension refers to whether the cause of an outcome is perceived as internal (within the individual, e.g., ability, effort) or external (outside the individual, e.g., task difficulty, luck).
• Stability: This dimension addresses whether the cause is seen as stable (unchanging over time, e.g., natural ability, inherent task difficulty) or unstable (temporary and variable, e.g., current effort, luck).
• Controllability: This dimension pertains to whether the cause is perceived as controllable (subject to one's influence, e.g., effort) or uncontrollable (beyond one's influence, e.g., innate ability, luck).

These dimensions combine to create different attributional patterns with distinct psychological and behavioral consequences, especially in social interactions:

Explaining Success:

• Internal, Stable, Controllable (e.g., high consistent effort): Leads to feelings of pride, increased self-esteem, and continued motivation. In a social context, others might admire and respect this individual's consistent hard work.
• Internal, Stable, Uncontrollable (e.g., high natural ability): Fosters pride and confidence. Socially, this person might be seen as gifted, but if over-emphasized, it might lead to less effort in the long run if they believe success is guaranteed.
• External, Unstable, Uncontrollable (e.g., good luck): Can lead to positive feelings but less personal pride and less expectation of future success. Socially, others might view the success as less earned.

Explaining Failure:

• Internal, Unstable, Controllable (e.g., lack of effort): Can lead to guilt, shame, but also a strong motivation to improve because the cause is changeable. Socially, others might offer encouragement, believing the individual can do better with more effort.
• Internal, Stable, Uncontrollable (e.g., low ability): Often results in feelings of helplessness, low self-esteem, and reduced motivation. In social settings, this can lead to disengagement and pity from others, or even stigma.
• External, Stable, Uncontrollable (e.g., unfair task difficulty): May lead to anger or frustration directed at external factors, but can protect self-esteem. Socially, others might agree with the assessment and blame the external circumstances.

In a social context, these attributions significantly influence how individuals perceive themselves and how others perceive them, shaping judgments, expectations, and interpersonal dynamics. For example, a student attributing academic failure to a lack of effort (internal, unstable, controllable) is more likely to receive support and encouragement to try harder than a student attributing it to low intelligence (internal, stable, uncontrollable), who might face lower expectations from teachers and peers.