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ERIC Number: ED359441
Record Type: RIE
Publication Date: 1993-Mar-26
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Modifying Teachers' Attributions: An Education-Consultation Approach.
Scherer, Martha E.; Kimmel, Ellen
While most of the existing literature on attribution retraining focuses on children's attributions for academic or achievement related tasks, teachers' attribution styles also are an important target for modification. This study was conducted to investigate the effectiveness of a 1-day training workshop designed to significantly alter teachers' attribution styles toward greater optimistic patterns. Fifty-two teachers participated in the 1-day attribution retraining workshops. Retraining methods were lecture, modeling, and role play. Attribution styles were assessed with pretest and posttest administrations of the Attribution Style Questionnaire (ASQ) and the Teacher Attributions for Academic Performance Scale (TAAPS). Following workshop participation, ASQ composite negative scores were significantly decreased and positive scores were significantly increased (p<.005 and p<.01, respectively). These changes reflected increased levels of optimism on the part of workshop participants. No meaningful changes in scores were observed on the TAAPS. Weak, but statistically significant correlations (p<.05) were found for posttest composite ASQ scores with TAAPS composite internal scores. The changes in ASQ scores were in the hypothesized direction and reflected enhancement of attribution styles thought to facilitate student motivation and achievement. (Author/NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southeastern Psychological Association (39th, Atlanta, GA, March 24-27, 1993).