N C Higgins
Biographic Data
| ID | 260484 |
|---|---|
| NAME | N C Higgins |
| GIVEN NAMES | N C |
| FAMILY NAME | Higgins |
| SIGNATURE | HIGGINS N C |
| AFFILIATIONS | University of Northern British Columbia |
| ORCID | 0000-0002-2403-8551 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Improvements in Middle-Schoolers’ Performance and Motivation to Practice: An Experimental Investigation of Accurate Feedback in a Motor Task
The present field experiment investigated the effects of accurate and non-accurate performance feedback on causal attributions, success expectancy, performance, and persistence on a motor task. Forty-six male middle-schoolers were randomly assigned to a Contingent (accurate) feedback, Non-contingent (non-accurate) feedback, or Control (no feedback) group and completed a challenging motor task. An initial treatment phase provided either accurate c…
Introduction to the special issue – making inclusive education happen: Ideas for sustainable change
An Individual Differences Measure of Attributions That Affect Achievement Behavior: Factor Structure and Predictive Validity of the Academic Attributional Style Questionnaire
Attributing a negative achievement outcome (e.g., failing a test) to causes that are personally uncontrollable and stable elicits a low expectancy of future success, feelings of hopelessness in that domain, and reduced behavioral efforts to succeed. Thus, a tendency to make such attributions (i.e., dysfunctional academic attributional style) is an individual differences variable that puts people at risk. Two studies examine the factor structure a…
Eighty years of growing up kāpo (blind) Māori: What can we learn about inclusive education in New Zealand
This paper presents some of the results from a 2-year, qualitative study entitled Growing up kāpo Māori: Identity, whānau, and cultural well being. It explores the educational experiences of 10 Māori (indigenous people of Aotearoa, New Zealand), who are kāpo (blind/vision impaired) of various ages up to the age of 80, and their whānau (family). In this research, four common themes emerged, including (1) visibility and invisibility, (2) cultural l…
Including disabled children at school: Is it really as simple as ‘a, c, d’
This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who nee…
Culture Moderates the Self-Serving Bias: Etic and Emic Features of Causal Attributions in India and in Canada
This study tested the hypothesis that individuals from a collectivist culture explain life events using more contextual causes than do those from an individualistic culture. Undergraduates' causal attributions about positive and negative life events were assessed in India ( n = 195) and Canada ( n = 162) using a revised Attributional Style Questionnaire. Analyses revealed the India participants generated more contextual causes for events, but als…
Like everybody else? What seven New Zealand adults learned about blindness from the education system
From interviews with seven blind New Zealand adults about their school experiences, this paper discusses how blindness has been constructed by some New Zealand mainstream principals and teachers. The experiences of these participants were not that of inclusion, despite being in 'the mainstream'. The participants described how principals and teachers were both welcoming and unwelcoming. Inclusive principals and teachers were described as friendly,…
Construct Validity of Attributional Style: Modeling Context-Dependent Item Sets in the Attributional Style Questionnaire
The format of the Attributional Style Questionnaire (ASQ) lends itself to a consideration of context-dependent item sets (CDIS) and a reevaluation of the factor structure of the questionnaire. Confirmatory factor analysis of data from 1,346 ASQ respondents revealed that adequate fit was provided by a three-factor (locus, stability, globality) attributional style model that included CDIS. The findings demonstrated that CDIS introduced extra covari…
Attributional Style Moderates the Impact of Causal Controllability Information on Helping Behavior
The helping behavior of individuals with supportive (i.e., the tendency to view others' misfortunes as uncontrollable by the targets) and unsupportive (i.e., the tendency to view others' misfortunes as controllable by the targets) attributional styles was investigated in a natural setting, under conditions of high and low controllability of a target's need. Helping behavior was a function of the perceived controllability of the target's need for …
Construct Validity of Unsupportive Attributional Style: The Impact of Life Outcome Controllability
The Controllability of Negative Life Experiences Mediates Unrealistic Optimism
Observer bias in perceptions of responsibility
At the end of his article Crowd Psychology in South African Murder Trials (October 1991), Colman stated, can be difficult . . . to maintain . . . detached neutrality . . . in the South African trials described (p. 1078). It can also be difficult to maintain detached neutrality in reading (or writing) articles such as Colman's. We each found ourselves initially applauding the acceptance by the courts of the mitigating psychological factors. Howeve…
Observer bias in perceptions of responsibility
The Controllability of Negative Life Experiences Mediates Unrealistic Optimism
Like everybody else? What seven New Zealand adults learned about blindness from the education system
From interviews with seven blind New Zealand adults about their school experiences, this paper discusses how blindness has been constructed by some New Zealand mainstream principals and teachers. The experiences of these participants were not that of inclusion, despite being in 'the mainstream'. The participants described how principals and teachers were both welcoming and unwelcoming. Inclusive principals and teachers were described as friendly,…
Eighty years of growing up kāpo (blind) Māori: What can we learn about inclusive education in New Zealand
This paper presents some of the results from a 2-year, qualitative study entitled Growing up kāpo Māori: Identity, whānau, and cultural well being. It explores the educational experiences of 10 Māori (indigenous people of Aotearoa, New Zealand), who are kāpo (blind/vision impaired) of various ages up to the age of 80, and their whānau (family). In this research, four common themes emerged, including (1) visibility and invisibility, (2) cultural l…
Observer bias in perceptions of responsibility
At the end of his article Crowd Psychology in South African Murder Trials (October 1991), Colman stated, can be difficult . . . to maintain . . . detached neutrality . . . in the South African trials described (p. 1078). It can also be difficult to maintain detached neutrality in reading (or writing) articles such as Colman's. We each found ourselves initially applauding the acceptance by the courts of the mitigating psychological factors. Howeve…
Observer bias in perceptions of responsibility
The Controllability of Negative Life Experiences Mediates Unrealistic Optimism
Construct Validity of Unsupportive Attributional Style: The Impact of Life Outcome Controllability
Construct Validity of Attributional Style: Modeling Context-Dependent Item Sets in the Attributional Style Questionnaire
The format of the Attributional Style Questionnaire (ASQ) lends itself to a consideration of context-dependent item sets (CDIS) and a reevaluation of the factor structure of the questionnaire. Confirmatory factor analysis of data from 1,346 ASQ respondents revealed that adequate fit was provided by a three-factor (locus, stability, globality) attributional style model that included CDIS. The findings demonstrated that CDIS introduced extra covari…
Attributional Style Moderates the Impact of Causal Controllability Information on Helping Behavior
The helping behavior of individuals with supportive (i.e., the tendency to view others' misfortunes as uncontrollable by the targets) and unsupportive (i.e., the tendency to view others' misfortunes as controllable by the targets) attributional styles was investigated in a natural setting, under conditions of high and low controllability of a target's need. Helping behavior was a function of the perceived controllability of the target's need for …
Like everybody else? What seven New Zealand adults learned about blindness from the education system
From interviews with seven blind New Zealand adults about their school experiences, this paper discusses how blindness has been constructed by some New Zealand mainstream principals and teachers. The experiences of these participants were not that of inclusion, despite being in 'the mainstream'. The participants described how principals and teachers were both welcoming and unwelcoming. Inclusive principals and teachers were described as friendly,…
Culture Moderates the Self-Serving Bias: Etic and Emic Features of Causal Attributions in India and in Canada
This study tested the hypothesis that individuals from a collectivist culture explain life events using more contextual causes than do those from an individualistic culture. Undergraduates' causal attributions about positive and negative life events were assessed in India ( n = 195) and Canada ( n = 162) using a revised Attributional Style Questionnaire. Analyses revealed the India participants generated more contextual causes for events, but als…
Including disabled children at school: Is it really as simple as ‘a, c, d’
This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who nee…
Eighty years of growing up kāpo (blind) Māori: What can we learn about inclusive education in New Zealand
This paper presents some of the results from a 2-year, qualitative study entitled Growing up kāpo Māori: Identity, whānau, and cultural well being. It explores the educational experiences of 10 Māori (indigenous people of Aotearoa, New Zealand), who are kāpo (blind/vision impaired) of various ages up to the age of 80, and their whānau (family). In this research, four common themes emerged, including (1) visibility and invisibility, (2) cultural l…
Introduction to the special issue – making inclusive education happen: Ideas for sustainable change
An Individual Differences Measure of Attributions That Affect Achievement Behavior: Factor Structure and Predictive Validity of the Academic Attributional Style Questionnaire
Attributing a negative achievement outcome (e.g., failing a test) to causes that are personally uncontrollable and stable elicits a low expectancy of future success, feelings of hopelessness in that domain, and reduced behavioral efforts to succeed. Thus, a tendency to make such attributions (i.e., dysfunctional academic attributional style) is an individual differences variable that puts people at risk. Two studies examine the factor structure a…
Improvements in Middle-Schoolers’ Performance and Motivation to Practice: An Experimental Investigation of Accurate Feedback in a Motor Task
The present field experiment investigated the effects of accurate and non-accurate performance feedback on causal attributions, success expectancy, performance, and persistence on a motor task. Forty-six male middle-schoolers were randomly assigned to a Contingent (accurate) feedback, Non-contingent (non-accurate) feedback, or Control (no feedback) group and completed a challenging motor task. An initial treatment phase provided either accurate c…
Psychology (11 works) · Social Psychology (9 works) · Attribution (6 works) · Social Psychology (6 works) · Sociology (5 works) · Developmental psychology (4 works) · Social and Intergroup Psychology (4 works) · Law (3 works) · Optimism, Hope, and Well-being (3 works) · Political science (3 works)