The Attributional Model of Depression

Abstract

Hypotheses concerning attributions for success and failure in relatively depressed and nondepressed students were tested in an actual course examination situation. Depressed students relative to nondepressed ascribed their performance more to luck and less to effort in both subjective success and failure outcomes. Depressed students attributed failure more and success less to their perceived ability. Underlying dimensions of locus and stability did not distinguish depressed and non-depressed students, but the groups did differ on controllability. The implications of the results for cognitive theories of depression are discussed, and it is urged that the findings not be generalized beyond achievement situations.