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ERIC Number: ED407467
Record Type: Non-Journal
Publication Date: 1996-Aug
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assisting At-Risk Students: The Role of Perceived and Actual Success.
Hunter, A. J.; And Others
Academic failure is a common threat to many students in universities. Addressing this issue are intervention techniques that attempt to alleviate the negative consequences of failure and ensure continued striving for success. Attributional training is one specific approach that has been demonstrated to improve performance for at-risk students who are defined either by low academic success or low perceived success. Together, these variables define a level of accuracy of students' perceived success. Participants were 150 college students from a Canadian university who received attributional retraining that involved viewing a videotape in which senior students discussed how changing the ways they thought about failure experiences improved their performance. Immediately following the attributional retraining it was found that postlecture test scores improved, and in the long run, final psychology course grade and motivation improved. These results add to the literature that defines those students who will benefit from attributional retraining. (Contains eight references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada