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Tancy of results and worth are related to mastering outcomes, like choice of topics to study, degree of involvement in finding out (engagement and persistence) and achievement (performance). Process worth seems most strongly related to option, whereas expectancy of success appears most strongly associatedwith engagement, depth of processing and mastering achievement.20 In other words, in deciding upon no matter if to discover anything the task worth matters most; once that choice has been produced, expectancy of success is most strongly connected with actual achievement.ATTRIBUTION THEORYAttribution theory (Fig. 2) explains why men and women react variably to a provided experience, suggesting that diverse responses arise from differences within the?2016 The Authors. Health-related Education Published by John Wiley   Sons Ltd plus the Association for the Study of Healthcare [http://www.ncbi.nlm.nih.gov/pubmed/1315463 1315463] Education;Healthcare EDUCATION 2016 50: 997?D A Cook   A R Artino JrOutcome nega veFrustrated Event and OutcomeOutcome posi veHappyOutcome unexpected, crucial, or nega ve Seek [http://www.jru.com.cn/comment/html/?61400.html Torin 1/2 Torque Wrench] Explana on ("Scien st") Shaped by individual and environmental condi onsPerceived Causes Capacity, work, luck, task difficulty, mood, well being, other individuals, etc.Locus Internal / externalCausal Dimensions x Stability x Stable / unstableControllability Controllable yes/noAffect / Emo on Pride, self esteemExpectancy for Results Influence / Emo on HopefulnessAffect / Emo on Shame, guiltObservable Behaviours ?Choice ?Engagement, work, persistence ?Achievement, performanceFigure two Attribution theory. This can be a simplified version of Weiner's theory; it does not contain all of the details of his theory and blurs some subtle but potentially critical distinctions. The course of action starts with an occasion; if the outcome is expected or optimistic, it will frequently straight elicit emotions (happiness or frustration) without having any additional action. Having said that, outcomes [http://www.ncbi.nlm.nih.gov/pubmed/1081537 1081537] which are unexpected, damaging or perceived as significant will frequently awaken the inquisitive `na scientist' who ive seeks to recognize a causal explanation. The individual will interpret the outcome in light of private and environmental conditions to `hypothesise' a perceived lead to, which can be organised along three dimensions: locus, stability and controllability. Stability influences perceived expectancy of achievement. Locus, controllability and stability collectively influence emotional responses (which reflect the subjective worth) and these in turn drive future behavioursperceived trigger with the initial outcome. Achievement or failure in mastering a brand new talent, by way of example, could be attributed to personal effort, innate capacity, other men and women (e.g. the teacher) or luck. These attributions are generally subconscious, but strongly influence future activities. Failure attributed to lack of capability might discourage future work, whereas failure attributed to poor teaching or undesirable luck may well recommend the have to have to try once again, specifically when the teacher or luck is expected to alter. Attributions directly influence expectancy of future success, and indirectly influence perceived value as mediated by the learner's emotional response to good results or failure. Attribution theory postulates that humans possess a tacit objective of understanding and mastering themselves and their environment, and act as `na sciive entists' to establish cause-effect relationships for events in their lives. The method of attribution startswith an event, including receiving a grade or finding out a skill. In the event the outcome is expected and good, the learner is cont.