Integrated framework linking causal attributions, self-regulation, and achievement motivation as dynamically interconnected processes

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description

The article integrates Weiner's causal attribution theory, Zimmerman's self-regulated learning theory, and expectancy-value theory into one intervention model. It conceptualizes the constructs as "dynamically interconnected processes in which attributional beliefs shape motivational expectancies, in turn, expectancies guide self-regulatory engagement, and sustained regulation reinforces academic performance". This grounds the study's synergistic intervention targeting all three mechanisms simultaneously rather than in isolation.

Design Implications

Context

Requirements

• Interventions must target attributional beliefs, motivational expectancies, and self-regulatory engagement simultaneously rather than separately

Constraints

• The article notes the three constructs are often examined separately in prior literature; the integrated model was tested only in a one-group quasi-experimental design without a control group

Target Learners

• Grade 10 secondary school students

Learning Goals

• Adaptive causal attributions for academic success and failure
• Self-regulated learning skills
• Achievement motivation and academic performance

Claims

• Intervention Improves Attributions Self Regulation Motivation [+M]
• Intervention Improves English Performance Large Effect [+M]

Related Designs

Examples

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Key Sources

• Meshesha Yeshitla Meaza, Weldmeskel Fisseha Mikre. (2026). Gender differences in causal attributions, self-regulation, achievement motivation, and academic performance following an intervention. BMC Psychology, 14, 588. https://doi.org/10.1186/s40359-026-04357-0

Page metadata

Field	Value
type	design
id	integrated-attribution-srl-expectancy-value-framework
title	Integrated framework linking causal attributions, self-regulation, and achievement motivation as dynamically interconnected processes
description	The article integrates Weiner's causal attribution theory, Zimmerman's self-regulated learning theory, and expectancy-value theory into one intervention model.
status	review
generated	by process:settle-candidates on 2026-11-05
trust	unverified — no one has confirmed this page's content
sources	1 — meshesha-yeshitla-meaza-2026

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