The effect of attribution process on helping behavior among students of different study orientation

Kramarić, Matea. (2012). The effect of attribution process on helping behavior among students of different study orientation. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Kamenov, Željka].

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Abstract

The aim of research was to check the generality of Weiner's attribution-emotion model of helping behavior in Croatian cultural context, and examine if the effect of perceived controllability of the cause of need on helping behavior is moderated by participant's study orientation, cooperative-competitive orientation, skipping classes and practice of taking notes. We conducted a simulation experiment using Weiner's scanarios describing a student seeking to borrow class notes. Also participants were given Cooperative-competitive orientation scale, and they had to estimate how often they are skipping classes and how often they are taking class notes. Data were collected on 285 (64% were men) students of psychology and two technical studies. The results have shown that participants are experiencing more pity, less anger and are more likely to help when the cause of need is uncontrollable, comparing to situation when the cause is controllable. Moreover, it has been shown that the perceived controllability is influencing helping behavior indirectly through aroused emotions. In addition, results have shown the main effects of study orientation, cooperative-competitive orientation, skipping classes, and interaction of skipping classes with controllability – psychology students, cooperative and students who often skip classes are more likely to help. The results indicate generality of Weiner's model and the importance of investigating other variables within this context.

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