Read the following two descriptions of two separate meetings between college students and their advisers and use the information to answer the following questions.

1. What attributions do the students make to the advisers and what attributions do the advisers make to the students? Define major concepts and explain which parts of the examples below illustrate them. In the second example, what strategies did the student or the adviser use to make the interaction turn out more favorably?

MEETING THE ADVISER

All students are required to meet their adviser before registering for the next semester's classes.

Example 1: Dr. Smith Advises Jessica

Jessica waited patiently in the line of students outside her adviser's door until it was her turn. Upon entering the room she was disappointed to hear him say he was running late with his student meetings and would have to get done in 10 minutes and there was only time for last minute checks of her schedule. She had hoped to discuss her career plans and get advice on courses to include on her area of concentration. She tried to disguise her disappointment and anger because her adviser cared too little for his students to allow enough time to meet every student for the time they needed. Her anger was evident as she began searching through her materials for her list of desired courses.

The adviser noticed her anger and thought it was inappropriate. After all, it wasn't his fault all of the students arrived near the end of the semester and rarely came to his office hours most of the semester. Many students had successfully completed their degrees due in large part to his good advice. He was a good adviser and prided himself on it. It was hard enough to work with so many students without having students with a chip on their shoulder like this one. As she continued to look through her papers he thought no wonder he was running behind when students come in ill-prepared. This student appeared both rude and incompetent.

Example 2: Dr. Jones Advises Jonathan

All students are required to meet their adviser before registering for the next semester's classes. Jonathan waited patiently in the line of students outside his adviser's door until it was his turn. Upon entering the room he was disappointed to hear Dr. Jones say she was running late with his student meetings and would have to get done in 10 minutes and there was only time for last minute checks of her schedule. Dr. Jones said she was genuinely sorry, but far more students were showing up than usual that day and she couldn't turn others away. She said she takes pride in being a good adviser and hoped he could come back soon to discuss his long-term plans. Jonathan had hoped to discuss his career plans and get advice on courses to include on his area of concentration. Though disappointed, he tried to hide it because at least she seemed to care for the students and it wasn't really her fault that so many students showed up at the same time. He began searching through his materials for his list of desired courses.

Dr. Jones was impressed with Jonathan's maturity as he took the disappointment well and tried to get on with setting his schedule for this semester. She didn't blame Jonathan for taking a bit of time to get the right papers since he had apparently intended to talk about his future plans first and had been thrown for a loop by the change in plans. She didn't remember this student, but thought she remembered he had good grades given his maturity.

Hint: Provide definitions and example excerpts from the story for 6 of the following 12 concepts:

• actor-observer difference
• dispositional attribution
• event schema (or scripts)
• focus of attention bias
• fundamental attribution error
• halo effect
• implicit personality theory
• person schema
• reconstructive memory
• self schema
• self-serving bias
• situational attributionHide

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