Attributional feedback-induced changes in functional and dysfunctional attributions, expectations of success, hopefulness, and short-term persistence in a novel sport

ObjectiveThis experiment investigated the influence of functional and dysfunctional attributional feedback on causal attributions, expectations of success, emotions, and short-term persistence during failure in a novel sport.MethodsThirty novice golfers who made either dysfunctional or functional attributions for failure in a pre-test were randomly assigned to one of three intervention groups: (1) functional (i.e., internal, controllable, and unstable) attributional feedback; (2) dysfunctional (i.e., external, uncontrollable, and stable) attributional feedback; or (3) non-attributional feedback. Participants completed four test trials (all involving failure) consisting of six putts each. The feedback was administered after the second test trial.ResultsAnalysis of the pre- and post-intervention measures of attributions, expectations of success, affective reactions, and behavioral persistence revealed that the attributional feedback-induced changes related to the type of feedback. Functional attributional feedback produced improvements in causal attributions about failure, as well as in success expectations, hopefulness, and persistence after failure. In contrast, dysfunctional attributional feedback produced deterioration in causal attributions about failure, and lower success expectations, hopefulness, and persistence after failure. The effects of the attributional feedback overrode individuals’ initial functional or dysfunctional attributions about failure; that is, improvement or deterioration depended on the type of feedback received rather than the initial attributions.ConclusionsThe findings demonstrate that it is possible to change the persistence behavior of individuals in a novel athletic domain by changing the attributions they make about failure. The findings show that those in positions of giving attributional feedback to sports’ novices (e.g., coaches) could produce cognitive, emotional, and behavioral improvements by using functional attributional feedback about failure.