Module 2: Learners’ Motivation

Lesson 1: Learners’ Motivation and Its Dimensions

Learning Outcomes:
1. Describe learners’ motivation to learn;
2. Distinguish intrinsic from extrinsic motivation;
3. Explain the Dimensions of Learners’ Motivation through students’ perspectives.

Introduction:
Greetings,
Welcome to Lesson 1. In this lesson, you are expected to observe learners and ask them
about their motivation to learn. You must delve into students’ perspectives to understand their
interests and what keeps them engaged in the class. You are provided with tables and instructions to
guide you in gathering information from the learners. In order to process your feelings and
thoughts together with linking it to practice, series of questions and situations are provided for you
to answer.
Enjoy!

Objectives:
I must be able to observe students in class and interview them about their motivation to
learn.
ACTIVITY:

Observation Guide
Observe a class. Spend some time observing their teaching-learning interactions.
Focus your attention on the students self-determined participation and eagerness
to learn the lesson. Interview random students after class on what motivates them
to learn. Fill-in the diagram bellow.

Self
determination
Freedom to Acceptations of
choose ideas

Teacher Teacher and

encouragement student good
communication

My Top 5 Motivators

Observation Guide
A. Group students’ motivators into the following categories:
a. Extrinsic- the desire to do or achieve something not so much
for the enjoyment of the activity itself, but because it will
produce a certain result.
b. Intrinsic- the desire to do or achieve something because one
truly wants to and takes pleasure or sees value in doing so.
 Extrinsic Motivators Intrinsic Motivators
1. Teacher encouragement 1. Self determination
2. Freedom to choose 2. Acceptations of ideas
3. Teacher and student good 3. Engagement of the behavior
communication

Other comments: The factors that really assist the students in performing well in class are those
that were previously mentioned as motivators. In order to learn effectively, these motivators
force the student to take part in every conversation.

ANALYSIS:
Based on the students’ responses, try to classify their motivators into the Four Dimensions of
Motivation.

Competence Autonomy Value Relatedness

Acceptations of ideas Freedom to choose Teacher and student Self determination
good communication

1. How similar or different are the motivation of learners you observed and interview on your
own motivation to learn?
According to the students who were questioned, it appears that they are driven to learn
for essentially the same reasons since talking with their teacher helps them stay motivated
not only for this level of learning but also for the future.
2. What do you think are the reason behind these learners’ motivation? Why?
They claim that their stated motivators are those things they set out to accomplish for
themselves because they are all aware of how doing so will enable them to be authentic
and provide a reason for their academic pursuits.
3. Do you think that these students’ motivations can somehow be shaped by the teacher or the
school?
Students cannot learn anything without the assistance of their teachers, who not only
help them comprehend certain concepts in class but also assist them in finding solutions
to or responses to their various questions regarding the lesson so that they can truly
learn it. The positive relationships between teachers and students can truly help pupils
develop the kinds of personalities they aspire to.

4. How can learners motivate themselves based on Self-Determination theory?

They made a conscious effort to learn successfully so they might be prepared for their
future endeavors since they thought their knowledge would help them study well for
the next phase of their studies.

5. Based on the learners’ motivation, describe the four dimensions of motivation.

The four components of motivation are interest, relevance, expectation, and
gratification. Interest is the desire for students to participate in their education. For
instruction to be inspiring, students’ curiosity must be aroused and maintained.
Relevance is the demand that instruction be tailored to the needs and objectives of each
learner. Students will stay engaged if they can make connections between what they are
learning in class and their own lives.
ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Self-Determination theory and
the Four Dimensions of Motivation. The questions are designed to get you thinking about how the
theory applies to your classroom
1. Teacher Ann always sees to it that every achievement of her students will be rewarded. She
prepares stickers, fancy applauses and a lot of praises to give whenever a student get a correct
answer in class. Which concept of Self-Determination Theory is being observe by Teacher
Ann?
a. Autonomy
b. Relatedness
c. Competence
d. Value
2. Based on Self-Determination Theory, humans are naturally driven to achieve self-
organization and what?
a. Purpose
b. Growth
c. Comfort
d. Affection
3. Coach Kiko hold an initiation rite to those who would wish to join the proud varsity team,
which dimension of motivation is being tapped by coach Kiko?
a. Relatedness
b. Competence
c. Control
d. Interest
4. Teacher Rajeb teaches his students how to sew using an electric sewing machine. He then ask
the students to make their own face masks. The students are eager to do the task given by
Teacher Rajeb, some students say that they will make mask for them and their families to use.
Which dimension of motivation is observed in Teacher Rajeb’s students?
a. Relatedness
b. Competence
c. Control
d. Interest
5. Teacher Corrie is an ICT teacher, she ask her students to create a Vlog and upload it using
her selected online platform. The students are excited and have multiple ideas for the Vlog’s
content and design. What dimension of motivation manifested by the students of Teacher
Corrie?
a. Relatedness
b. Competence
c. Autonomy
d. Interest
APPLICATION:

AS A FUTURE
Describe how you are going to motivate learners’
TEACHER
in your class.
Make a Lesson Plan that will motivate your
learners to learn your lesson.

As a future teacher I would like use this reinforcement listed below.

1. Encourage the students – as a teacher I should encourage open communication and free
thinking with my students to make them feel important.
2. Get them involved – one way to encourage my students and teach them responsibility is
to get them involve in the classroom.
3. Offer incentives – setting expectations and making reasonable demands encourages
students to participate, but students need an extra push in the right direction.
4. Be creative – teach them through games and discussions instead of lectures, encourage
students to do debates and enrich the subjects matter visual aids, like colorful chart,
diagrams and videos.
5. Draw connections to real life – always show them a subject used every day by “real”
where people give new importance to help them motivate to learn attentively.
 Semi-Detailed Lesson Plan
Lesson Plan in
Caregiving Home Economics for Grade 7 and 8
Noya, Antonette R.
BADAS NATIONAL HIGH SCHOOL
Sitio Camansi, Brgy. Badas, Mati City, Davao Oriental

I: OBJECTIVES
At the end of 45 minutes, the students will be able to;

 Identify hazards and risks and their types

 Determine the hazards and risk indicators in the workplace and
 Reduce the effects of hazards and risk.

II: SUBJECT MATTER:

Topic: Identify Hazard and Risk
References: https://depedtambayan.net/technology-and-livelihood-education-
8-home-economics-caregiving-quarter-1-module-4-identifying-hazards-and-
risks/.
Instructional Materials: PowerPoint presentation, printed pictures,
manila paper & marking pen, visual aids.
Skills: Identifying, Understanding and Coordination
Values: Participation and Collaboration

III: PROCEDURE:

A. Review

Before we proceed to our lesson, let’s have a recap from what we have discussed
 last meeting.

(Teacher asking students about the lesson yesterday)

B. Motivation
Before we start our lesson, we will have some activity.
Activity: GUESS ME!

Okay class in our activity, what do you observed from the picture presented?
What can you say about the picture?
Okay it’s all about hazard that happens in every situation in given picture. Right??
Okay

Activities:

The teacher will give an activity.

Directions: Arrange the scrambled letters to form a word and write it on ½ sheet of
paper.

Arrange Me!

1. Hint: A hazard that may cause skin irritations.

- LAMHEICC

2. Hint: A hazard that may increase your risk of falls/injury

- HIYCPLAS

3. Hint: A hazard that resulted from too much bending.

 - OGNEMRIOC

4. Hint: This hazard is commonly caused by blood or body fluids spill.

- IAOIOBLGLC

5. Hint: A hazard that can cause a loss of confidence.

- SCOLOIGCALPH

6. Hint: Hazard that cause an awkward movement, especially if they are

repetitive.

- ROCMEGNOI

C. Presentation of the Lesson Proper

Hazards and Risks

A hazard is a source of anything that may cause harm to an individual, such

As chemicals, electricity, open drawers, and inadequate ventilation.

On the other Hand, a Risk is a chance or possibility that somebody could be harmed
by these hazards and how serious the harm can be.

Types of Hazards

Biological Hazard

What is biological hazards?

A biological substance that poses a threat to the health of living organisms, primarily
humans. It comes from working with animals, people, or infectious materials. This is
the most common hazard that caregivers face since they are handling different
patients that may have an underlying disease or illness.

Caregivers may be exposed to these biological hazards:

• Blood and Body Fluids
• Airborne pathogens such as the common cold
• Bacteria and viruses
• Contaminated wastes

Common Effects of Biological Hazards:

• Blood-borne diseases including HIV, hepatitis B and C, and malaria
• Infections
• Skin and respiratory system irritation

Chemical Hazard

These are hazardous substances that will cause harm. It is present when a caregiver
is exposed to any form of chemical (solid, liquid, or gas) preparations in the
workplace.

Caregivers may be exposed to these chemical hazards:

• Cleaners and Disinfectants
• Surgical smoke generated by lasers and electrosurgical devices

Some of the Effects of Chemical hazards:

• Allergic reactions
• Asthma or respiratory system irritation
• Dermatitis (skin irritations)
• Skin or eye burns

Ergonomic Hazard

This is usually a result of physical factors that can result in musculoskeletal injuries.
These occur when a caregiver’s nature of work, body position, and working conditions
put pressure on his/her body. It is oftentimes difficult to spot this type of hazard
because caregivers do not immediately notice the effect on their bodies.

Caregivers may be exposed to these Ergonomic hazards:

• performing tasks that require lifting heavy loads
• too much bending and reaching
• standing for long periods
• holding body parts for a long time
• awkward movements, especially if they are repetitive
• repeating the same movements over and over

Some of the Effects of Ergonomic hazards:

• Soreness or pain (aching or sharp) in the back, hands, arms, wrists, elbows, neck,
and shoulders
• Stiffness
• Swelling
• Loss of coordination
• Numbness
• Tingling (as though the area is “asleep”)
• Unexplained weakness

Physical Hazard
This hazard is associated with the environmental factors that are harmful to an
employee without necessarily touching them. They are usually easy to detect,
However, very often are neglected because people are too accustomed to them.

Caregivers may be exposed to these Physical hazards:

• Heights
• Loud noise
• Poor lighting
• Radiation, and pressure
• Electricity: electrical live parts
• Spills on the floor

Some of the Effects of Physical hazards:

• Fire
• Electrocution
• Accidents/Falls
• Annoyance
• Decreased efficiency
• Serious injuries
• Burns
• Falls from heights
• Electric shocks

Psychological Hazard

Includes those that can harm an employee’s mental health or well-being. Often take
place when a caregiver’s work environment becomes stressful or demanding.

Caregivers may be exposed to these psychological hazards:

• Burn out, fatigue and frequent on-call duty

• Unreasonable expectations from patients or clients, supervisors and management
• Workplace aggression and abuse

Some of the Effects of Psychological hazards:

• Loss of concentration at work
• Deterioration of performance at work
• Depression
• Anxiety
• Loss of confidence
 Recognizing Hazards and Risks in the Workplace

Hazards and risks vary from one workplace to another. Even in daycare or
Nursing homes where work routines may be the same, hazards will differ depending
on the type of building establishment is situated and the attitudes of caregivers,
Clients, or employers.

The good news is hazards and risks can be prevented! However, before thinking
about what control measures are needed, first, a caregiver has to know whether there
are health and safety problems in his/her workplace.
So, how can someone identify the hazards in the workplace?

The following are some ways for a caregiver to determine health and safety
Problems:

A caregiver should observe workplace keenly.

A caregiver may examine complaints from his/her co-workers.

Reporting:

With the same group, the teacher will present a picture and the students will
identify its hazard and risk and answering 2 questions in just 3minutes.

1. What are the ways in recognizing hazard and risk in the workplace?
2. How can we control hazards and risk?

DRILLS:

 (Individual) The teacher will give essay questions to the students in just 3 minutes

1. Why hazard and risk is important in caregiving?

 (Group Activity) With the same group, the teacher will give flag let with the color
 that corresponds to the correct answers. 3minutes.
a. Red Color
b. Yellow Color
c. Orange
d. White

What type of hazard can affect an employee’s mental health or well- being?
A. Biological
B. Chemical
C. Physical
D. Psychological
Answer: D

What hazard comes from exposure to animals, people, or infectious materials?

A. Biological
B. Chemical
C. Physical
D. Psychological
Answer: A

Which of the following physical hazards may cause a fire?

A. On the floor
B. Faulty wirings
C. Loud noise
D. Wet floors
Answer: D

APPLICATION:

 (Groupings) With the same group, the teacher will give the students an activity by
giving at least 2 ways to mitigate or reduce the risk for every type of hazards.
 Types of HAZARDS Mitigate the Hazards

1. Biological 1. Washing your hands

frequently with warm water and
soap.

2. Wearing personal protective

equipment (PPE) when
responding to situations involving
biohazards.
2. Physical 1.
2.
3. Chemical 1.
2.
4. Ergonomic 1.
2.
5. Psychological 1.
2.
GENERALIZATION:

To sum-up the lesson, the teacher will present a template of an organizational

chart that classify the type of Hazard in the picture presented.

Types of HAZARDS

a. Physical
b. Ergonomic
c. Biological
d. Chemical
e. Psychological

1.
2.

3.

4.

5.
6.

7.

IV: EVALUATION:

1. Which of the following is a life-threatening effect of a psychological hazard?

a. Depression

b. Loss of self-confidence

c. Deterioration of performance

d. Loss of concentration at work.

2. kind of hazard when a worker is exposed to substances like cleaners and

disinfectants?
 a. Biological

b. Chemical

c. Ergonomic

d. Psychological

3. What hazard comes from exposure to animals, people, or infectious materials?

a. Biological

b. Chemical

c. Physical

d. Psychological

4. What hazard can result in musculoskeletal injuries?

a. Chemical

b. Ergonomic

c. Physical

d. Psychological

5. Which of the following is NOT a biological hazard?

a. Awkward and repetitive movements

b. Bacteria and viruses

c. Blood and Body Fluids

d. Contaminated wastes

6. What type of hazard can affect an employee’s mental health or well- being?
 a. Biological
b. Chemical

c. Physical

d. Psychological

7. Which of the following will most likely cause anxiety?

a. Burnout

b. Appreciative patients

c. Supportive management

d. Safe working environment

8. Which of the following is an example of an ergonomic hazard?

a. Spills on the floor

b. Workplace aggression

c. Standing for a long period

d. Unrealistic expectations from patients or clients

9. The following are physical hazards, except;

a. Chemical spills

b. Noise

c. Poor lighting

d. Radiation

10. Which of the following physical hazards may cause a fire?

a. On the floor

b. Faulty wirings
 c. Loud noise

d. Wet floors

V: ASSIGNMENT/ ASSESSMENT

The teacher will give assignment to the students.

Direction: Draw your own symbol that represents hazards and risk

You just finished Lesson 1. Get ready for the next Task

Module 2: Learners’ Motivation

Lesson 2: Teaching Approaches and School’s Initiatives to Motivate Students

Learning Outcomes:
 1. Describe teacher’s approaches to motivate learners; and
2. List some school programs for the students to be motivated
Introduction:
Hello Students,
Welcome to Lesson 2. In here you are going to look at the efforts and initiatives done by the
teachers and the school to keep the students eager and engaged in their own learning. You will be
observing and interviewing teachers as well as school administrators about how they organize the
school and curriculum to motivate learners. You will be guided with questions and tools in this
activity.
Enjoy!

Objectives:
I must be able to observe and describe teacher’s approaches that motivate learners. I will
also interview teachers and administrators about the activities and programs they initiate to
motivate the students.

Observation Guide
Observe a class. Focus your attention on the teacher’s approaches to motivate the
students. Describe those approaches on the diagram bellow.

ACTIVITY:

Approach 1
The student’s achievement or modest development is acknowledged verbally by the teacher.

Approach 2
The teacher listens carefully to each student’s unique thoughts and opinions.

Approach 3
Every time a student completes a task, the teacher gives them insightful and inspiring
feedback.

Observation Guide
A. Interview teachers and school administrators. Ask about the school
programs and activities they conduct to motivate their students. Identify
those approaches on the diagram bellow.
 School Programs and Activities
(List anywhere on this sheet)

ANALYSIS:
Based on the gathered information, try to classify the intiatives based on the following
classifications. Fill in the table below
Teaching-Learning Student-Intervention Teacher Support and
Approaches Activityies/Programs Enhancement Programs
The questions that students Teachers undertake
Inquiry Base Learning ask themselves are answered research, draw conclusions,
by research and direct and create plans for better
observation. instruction.

Constructivist Students must create and Teachers understood the

add significance to their own difficulties that students
learnings. faced in learning efficiently.
 To ensure effective,
Reflective Students must improve their reflective teaching
thinking and goal-setting. techniques, teachers must
employ developmental
observations to pinpoint
areas for improvement.

Students gain information The real-world issues that

Problem-base learning through coming up with a students must solve together
solution to a problem. are presented by teachers to
the class.
To enhance their own and To solve a problem or finish
Collaborative other students’ learning, an assignment, teachers let
students collaborate in small students work both alone
groups. and in groups.

1. How do students respond to the teacher’s teaching-learning approaches?

Teachers who exhibit effective listening techniques not only set a good example for their students,
but also value their education.

2. What make the teacher’s teaching-learning approaches effective in motivating learners? What make
it ineffective?
The teacher must take into account the unique characteristics of each of his or her students and
modify the lesson plan accordingly.

3. Are the school’s intervention activities or programs address the needs of unmotivated learners? How?
Making connections with the students and using their prior knowledge are two ways that the school’s
intervention activities address the needs of unmotivated students. As educators, we have the ability
to influence students whose educational experiences were deficient.

4. How does the school support and equip teachers in helping students to be motivated?

Teachers should express vocal gratitude when students meet goals or make significant progress.

5. How can you use the theories of Behaviorism to help teachers and school administrators motivate
learners?
Behaviorism in the classroom should begin with the teacher guiding the class through a subject
while the students remain silent. In order to condition and inspire students to understand the
provided learning material, the teacher should then assign a task based on the knowledge
provided, which the students must complete and turn in for feedback.
ABSTRACTION:
Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Behaviorism theories. The
questions are designed to get you thinking about how the theory applies to your classroom
1. Which key concept of Behaviorism can help Teacher Lolit manage her class and help them to
be more engaged in the lesson?
a. Stimulus-Response
b. Operant Conditioning
c. Nomothetic
d. Reductionism
2. In Operant Conditioning which of the following method is advised in reducing and
eliminating unwanted behaviors like talking during lectures?
a. Praising students who are well behaved
b. Punishing the students
c. Praising the students who were talking
d. Giving the floor to the students to share their ideas
3. Teacher Nestor is a school administrator; he would like to initiate an activity to motivate
students to participate flag ceremonies. Which of the following activities should Teacher
Nestor consider?
a. Giving reward to sections who comes first at their area for the flag ceremony
b. Asking late students to clean the area after the flag ceremony
c. Rewarding/praising sections with complete attendance regularly
d. Reprimanding section advisers who fail to compel their students to attend
4. Which of the following is a Neutral Operant when a student submitted a project before the
deadline?
a. Teacher giving less score to those students who submitted late
b. Teacher giving extra credit to the student who just submitted the output
c. Teacher being happy on what the student did
d. None of the above
5. Which of the following should Teacher Mildred use to lessen the unwanted behavior like
being late in class?
a. Reinforcement
b. Negative reinforcement
c. Punishment
d. Stimulus

APPLICATION:

AS A FUTURE
TEACHER
Make an intervention plan to help
learners get motivated to learn.
Describe how you are going to
implement your intervention plan.
 You are halfway to finish Module 2. Get ready for the next Task!

Sample Intervention Plan Format

STUDENT INTERVENTION PLAN

Learning Objective Intervention Description Expected Outcome
Method
To provide learning Provide learning Provide students  Evaluation
materials that could materials like learning materials analysis
help students to learning modules, with connectivity to  Summary of
motivate and learn motivational the real situation to effectiveness
efficiently. practices, and make them realize the  Measurement
situational analysis purpose of learning. of grade

Module 2: Learners’ Motivation

Lesson 3: Parents’ Involvement and Cultural Effects on Learners’ Motivation

Learning Outcomes:
1. Describe the role of parents in learner’s motivation; and
2. List some activities parents do to motivate their child to learn.

Introduction:
Hello Students,
Welcome to Lesson 3. In this lesson, you are expected to observe learners at their home and
interview parents about their child motivation to learn. You may conduct physical home visitation or
online observation and interview to conduct this activity. You will be guided with questions and
 instructions to help you gather significant information about motivating learners to study even at the
comfort of their houses.
Enjoy!

Objectives:
I must be able to observe learners at home and interview their parents or guardians about
motivating the child to learn at their houses.

ACTIVITY:

Observation Guide
A. Observe a random learner at home, you may do so by actual home
visitation or via online video conferencing. Fill-in the table below.

STUDENT AT HOME
Temperament Behavior Study Habits
Melancholic Confident, Calm and Enjoy learning and
creative reading for a long
hour
Choleric Argumentative,
Ambitious and Clever but not to
Impatient brilliant, they are with
speed and they’re
Phlegmatic inquisitive.
Calm, Observant and
Timid Prefer short time
reading for time

Observation Guide
 6. How is your child at home ma’am/sir?
Although my child is doing fine at home, I constantly try to help her become more
independent when it comes to reading.
7. How is he/she as a student?

She completes her tasks and homework at home. She is eager to complete her studies
and succeed.

8. How do you help you child in his/her studies?

As a parent, I support my child by expressing interest in how they’re doing and by
enquiring about any particular subjects they may be finding difficult. As much as I
could, I would encourage them to engage in whatever activities they choose, as well as
encourage them to pursue their goals and dreams.

9. How do you encourage your child to learn more?

I model good study habits for my daughter and encourage her to try new things, make
errors, and discover more about herself via new experiences. Continue to congratulate
my youngster for attempting new things. Additionally, express enthusiasm for my
child’s activities.

10. As a parent what is/are your expectations and aspirations for your child?

My hopes and expectations as a parent are for my child to experience a sense of safety,
security, and love as well as support and encouragement as they explore their interests
and talents.

ANALYSIS:
Identify characteristics of parents who motivates and nurtures their child to learn.

Provide enough
Help their child to read attention

Support their child Provide Education

sports

Thought them with good

Give financial support
discipline
 Describe how each of the following might affect the learner’s motivation and achievement.

Parent’s Involvement
The importance of parents being involved with their children came first because
it encourages them to perform well in all areas, especially in school and other
activities.

Parent’s Culture

Parental culture has an impact on a child’s development, particularly in the

classroom. By centralizing their cultural involvement and values, they make it
easier for other kids to comprehend, respect, and avoid prejudice.

Parent’s Belief and Expectations

Parental belief and expectations help children to have open communication to
provide updates on problems and progress of the child and develop honesty and
trust.

Parent’s Income
Parents’ income vary according to their jobs, which benefits the child and
enables them to cover their educational costs.

Parent’s Educational Achievement

Parental educational accomplishments have a big influence on their children’s
growth and accomplishments since they serve to motivate them and give them
preference for what they are doing in school.

ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Attribution Theory.
1. Heredity based on Attribution Theory locus is considered what?
a. External
b. Stable
c. Internal
d. Unstable
2. Parent’s Involvement to motivate the child in the concept of Endurance by Attribution
Theory is considered what?
a. Stable
b. Unstable
c. Global
d. Specific
3. Attribution theory perceives success and failures based on causal properties, which of the
following is NOT a causal property of Attribution Theory?
a. Locus
b. Controllability
c. Endurance
d. Attitude
4. Based on attribution theory, in terms of endurance the parents’ cultural background is
considered what?
a. External
b. Controllable
c. Stable
d. Global
5. Which of the following approaches can parents better help to motivate the child to learn?
a. Giving reinforcements
b. Scaffolding child learning
c. Establishing high expectations
d. Paying a tutor for their child

APPLICATION:

AS A FUTURE
TEACHER
Assuming you will be conducting a parent-teacher
conference, prepare the meeting agenda that is
centered around helping parents/guardians motivate
their child to learn.
Develop a brochure that help parents/guardians to
better motivate their child at home to study.
 Congratulations!
You have successfully completed Module 2.
You finished the entire task given and shared
your understanding on the different theories discussed.
You are now ready to take on Module 3. Good luck!
References:
 Kober, Nancy and Usher, Alexandra. (2012). Student Motivation: An Overlooked Piece
of School Reform. https://files.eric.ed.gov/fulltext/ED532666.pdf
 Legault, Lisa. (2017). Self-Determination Theory. 10.1007/978-3-319-28099-8_1162-1.
 McLeod, S. A. (2018, January, 21). Skinner - operant conditioning. Simply Psychology.
https://www.simplypsychology.org/operant-conditioning.html
 Weiner, Bernard. (2010). Attribution Theory. 10.1002/9780470479216.corpsy0098.