The development of PrE theory as articulated in this and previously published articles represents the joint and collaborative efforts of both authors. This material is based on work supported by the National Science Foundation under Grant #9726575.
Activating Effects of Resources Relative to Threat and Responsibility in Person-Relative-to-Event Theory of Coping With Threat: An Educational Application1
Article first published online: 31 JUL 2006
Journal of Applied Social Psychology
Volume 33, Issue 7, pages 1437–1456, July 2003
How to Cite
Mulilis, J.-P. and Duval, T. S. (2003), Activating Effects of Resources Relative to Threat and Responsibility in Person-Relative-to-Event Theory of Coping With Threat: An Educational Application. Journal of Applied Social Psychology, 33: 1437–1456. doi: 10.1111/j.1559-1816.2003.tb01957.x
- Issue published online: 31 JUL 2006
- Article first published online: 31 JUL 2006
Person-relative-to-event (PrE) theory is a general theory of coping with threat that emphasizes the relationship between level of appraised threat relative to level of appraised person resources, and personal responsibility (Duval & Mulilis, 1999; Mulilis & Duval, 1995, 1997, in press; Mulilis, Duval, & Bovalino, 2000; Mulilis, Duval, & Rombach, 2001). While the theory has assumed that level of personal responsibility moderates the effects of appraised levels of resources relative to threat, nevertheless it also has been suggested (Mulilis & Duval, 1997) that these processes might, in fact, occur in an independent and parallel manner. Alternatively, Brickman (1987) suggested that a person attributes responsibility for the solution of a problem to self only to the extent that the person perceives that he or she is in control of future events surrounding the problem. Using an academic assessment as the threatening event, the present study was conducted to test these competing assumptions in the context of an educational setting. Results of this investigation support the previous suggestion of the authors that personal responsibility and resources relative to threat appear to operate as independent and parallel cognitive processes in PrE theory. Implications of these results for improved academic performance are discussed.