The research indicates that, from an attribution theory perspective, when it comes to advancing potential (irrespective of the field or discipline), there are four factors that influence a person’s motivation to positively engage and learn. These four factors are identified as ability, effort, task difficulty, and luck (Weiner, 1979, 1985)

Ability is thought of as being an internal stable factor over which a person may not think they have any control. However, one should consider that the ability to control one’s own learning may become available to an individual if they actively engage in their learning. This active learning engagement has the potential to change neurological pathways, leading to changes in cognitive and skill-acquisition capacities, as well as advances in knowledge, potential, insight, and creativity (Arrowsmith-Young, 2012; Coyle, 2009; Doidge, 2010, 2015).

Effort is thought of as being an internal and unstable factor over which a learner has, if they so choose, to exercise a great deal of control. Effort is about self-initiated, self-directed motivation for all tasks and for advancing learning potential and overall skill and knowledge possibilities (Coyle, 2009; Glasser, 1986, 1999).

In terms of application, effort is considered to be unstable because it varies with the learner’s moment-to-moment choices, their interpretation of the task, and the situational demands, to which they are responding. As such, in attribution theory, effort is classified as unstable precisely because it can increase or decrease rapidly in response to the individual’s application, goals, emotions, and their perceived capacity to endure and potentially influence the outcome (Weiner, 1979, 1985).

Task difficulty is considered an external, stable factor, generally seen as beyond the learner’s control. However, even with this being the case, it is the personal effort and consistent, self-motivated practice that has the potential to overcome task difficulty. As a learner repeatedly engages with a challenging task (noting that repetition is one of the keys to knowledge) their familiarity with its structure increases, their strategies become more refined, and their cognitive and neurological efficiency improves which has the potential again to advance and enhance the ongoing development of their skills and knowledge, which then also intrinscially demonstrates their capacity to perservere (Arrowsmith-Young, 2012; Coyle, 2009; Doidge, 2010, 2015; Purje, 2014).

Over time, this personal growth can reduce the perceived difficulty of the task, not because the task itself has changed, but because the learner’s intrinsic capacity to meet its demands has expanded. This aligns with the concepts of “strength of character” and “mental toughness.” This distinction aligns with attribution theory’s classification of task difficulty as being stable and external, while also recognizing that the learner’s evolving competence willigness to endure can transform how that difficulty is experienced and how it then develops and advances competence and enhances merit itself (Weiner, 1979, 1985).

Luck is seen as an external, unstable factor. Those with an internal locus of control are of the mindset, and associated strength of character, that they “make their own luck” and control in their life, while a person who operates from an external locus of control is of the opinion they have no control in their life (Rotter, 1966; Weiner, 1979; Weiner, 1985)

As a result of this particular point of view, learners who attribute outcomes to luck may often experience reduced motivation because they perceive success or failure as determined by forces beyond their control. Conversely, when individuals believe—and hold a firm mindset—that their actions do actually shape outcomes, they are more likely to persist, engage, have resilience and willingly take responsibility for their thoughts, actions, and learning (Purje, 2014). This distinction is central to attribution theory, as attributions to luck tend to undermine agency, while attributions to controllable factors (belonging to the individual) strengthen attributional potential, which supports the concept and application of discipline, determination and perseverance (Weiner, 1979, 1985).

In terms of achieving success, irrespective of discipline, attribution theory literature seems to suggest that most individuals will generally tend to be more persistent at undertaking and completing tasks if they attribute their successes to the following:

• When a person knows and understands that they are responsible for their motivation and the effort they put into their learning, this is seen as an internal, unstable factor.
• Where a person firmly knows and totally understands that luck is nothing more than a personal construct, and that it is not a mysterious universal force that controls a person’s thoughts, actions, learning, or what happens in their life. This means they know they are responsible for what they do and achieve (Purje, 2014; Rotter, 1966).

As such, when a person recognizes that they can attribute their success to internal, stable factors, such as self-motivation, determination, persistence and effort (over which they have control), and, at the same time, recognize that a lack of success or failure can be attributed to internal, unstable factors, such as a lack of effort, lack of motivation, determination or persistence, this is when an individual will grow and advance intellectually and emotionally, knowing full well that they are responsible for what they do or do not achieve (Purje, 2014; Weiner, 1979, 1985).

The literature suggests that this internal realization also leads to greater potential in further enhancing self-esteem and advancements in positive self-image. That is because external factors—such as negative opinions of others—are never considered; all that matters is how a person thinks of themselves and the constructive and positive support that is provided by their significant others, such as parents, and may also include teachers, instructors and coaches (Arrowsmith-Young, 2012; Brooks & Clarke, 2011; Weiner, 1979; Weiner, 1985).