In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers’ beliefs about the causes underlying their students’ academic performance vary along the causal dimensions of locus of causality, stability, personal controllability, and others’ controllability. Based on this framework, this study aimed at identifying teachers’ attribution profiles based on their perceptions about the causes of their students’ achievements. Two hundred eighty-nine experienced and novice French primary school teachers reported their causal beliefs about a student’s success or failure at a reading test, as well as their emotional and behavioral reactions to their student’s outcome. The data were analyzed using latent profile analyses, which identified five teachers’ attribution profiles that varied on the four causal dimensions. The results showed that profile memberships were greatly determined by the student’s outcome valence: three teachers’ attribution profiles were especially related to failure and two additional profiles to success. Profile memberships were associated with various cognitive, emotional, and behavioral reactions in line with the interpersonal attributional theory of motivation. The powerless profile — high external and uncontrollable attributions — indicated the lowest level of helping behavior. The conscientious profile — high internal and controllable attributions — indicated the highest levels of pride and student’s responsibility. Overall, these results partially support Weiner’s interpersonal attributional theory of motivation using a person-centered approach.

在教育背景下，人际归因理论（Weiner，2019）认为，教师对学生学业成因的看法随因果关系，稳定性，个人可控性和其他人可控性的因果维度而变化。在此框架的基础上，本研究旨在根据教师对学生成就成因的看法来确定其归因概况。289名经验丰富的法国小学老师和新手小学老师报告了他们对学生在阅读测试中成败的因果信念，以及他们对学生成绩的情感和行为反应。使用潜在特征分析对数据进行了分析，确定了五个因果维度上不同的五位教师的归因特征。结果表明，个人档案的成员资格很大程度上取决于学生的结局价：三个教师的归因档案特别与失败有关，另外两个与成功有关。个人资料成员身份与人际归因动机理论相一致，与各种认知，情感和行为反应相关。无能为力的情况-较高的外部归因和无法控制的归因-说明了帮助行为的最低级别。尽责的态度-内部和可控的归因较高-表明最高的自豪感和学生的责任感。总体而言，这些结果部分支持了以人为中心的韦纳人际动机动机理论。