Children’s trait and emotion attributions in socially ambiguous and unambiguous situations.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Janet J. Boseovski, Associate Professor (Creator)
Candace Lapan Lassiter (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Children's attributions about story characters in ambiguous and unambiguous social situations were assessed. One hundred and forty-four 6–7-year-olds and 10–11-year-olds heard about actors who slighted a recipient intentionally or for an undetermined reason and then made causal attributions about the events, an emotion attribution about the recipient, and global personality attributions about the actors and recipient. Relations between perceived self-competence and attribution style were also assessed. Participants were more likely to make negative causal attributions in the unambiguous condition and with increasing age. Older girls and younger boys were more likely than other groups to attribute negative emotions to the recipient. Overall, participants perceived recipients positively and actors negatively. Perceived self-competence was positively correlated with actor attributions, although these differed by age and gender. Implications for children's psychosocial adjustment are discussed.

Additional Information

Language: English
Date: 2013
elementary school-aged children, emotion attribution, personality judgments, social attribution, genetic psychology

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