ERIC Number: EJ782939
Record Type: Journal
Publication Date: 2007
Reference Count: 0
Attributional Retraining and Elaborative Learning: Improving Academic Development through Writing-Based Interventions
Hall, Nathan C.; Perry, Raymond P.; Goetz, Thomas; Ruthig, Joelle C.; Stupnisky, Robert H.; Newall, Nancy E.
Learning and Individual Differences, v17 n3 p280-290 2007
Attributional retraining (AR) is a motivational intervention that consistently produces improved performance by encouraging controllable failure attributions. Research suggests that cognitively engaging AR methods are ideal for high-elaborating students, whereas affect-oriented techniques are better for low-elaborating students. College students' (N = 749) elaborative learning was assessed in the first semester, after which students were assigned to one of three writing-based AR conditions (No AR, Cognitive AR, Affective AR). Academic performance (course grades, GPA), motivation, attributions, and emotions were assessed in the second semester. AR by elaboration (low/high) 3 x 2 ANCOVAs showed optimal results for high elaborators following cognitive AR, and for low elaborators following affective AR. Performance improvements for the former were mediated by improved cognitions (expectations), and for the latter were mediated by increased positive affect.
Descriptors: Grade Point Average, Academic Achievement, Retraining, Attribution Theory, Intervention, Writing (Composition), College Students, Student Motivation, Academic Failure, Teaching Methods, Student Attitudes, Measures (Individuals), Cognitive Style, Achievement Gains
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Publication Type: Journal Articles; Reports - Evaluative
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