Publikation: Attributional Retraining and Self-Esteem : "Robin Hood" Effects on Academic Achievement
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2010
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AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, , ed.. 2010 Annual Meeting Program : Understanding Complex Ecologies in a Changing World. 2010. ISSN 0163-9676
Zusammenfassung
Attributional retraining (AR) is an intervention encouraging controllable failure attributions that consistently improves achievement striving in at-risk college students. In Hall et al. (2009), a “Robin Hood” effect showed AR to improve employment interview success in low-self-esteem (LSE) students, but result in dramatically poorer performance for high-self-esteem (HSE) students. This study aimed to replicate this effect on academic achievement in 242 freshman students (course exam, final course grade, cumulative GPA). As hypothesized, independently-completed AR exercises (aptitude test, writing assignment) contributed to better exam scores for LSE students, yet lower final grades and GPAs for HSE students. In contrast, an interpersonal AR exercise (group discussion) uniquely prevented GPA deficits for HSE students, yet was detrimental to LSE students (final grade, GPA).
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370 Erziehung, Schul- und Bildungswesen
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Annual Meeting of the American Educational Research Association, 30. Apr. 2010 - 4. Mai 2010, Denver
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HALL, Nathan C., Lauren Elizabeth MUSU, Raymond P. PERRY, Ulrike NETT, Thomas GÖTZ, 2010. Attributional Retraining and Self-Esteem : "Robin Hood" Effects on Academic Achievement. Annual Meeting of the American Educational Research Association. Denver, 30. Apr. 2010 - 4. Mai 2010. In: AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, , ed.. 2010 Annual Meeting Program : Understanding Complex Ecologies in a Changing World. 2010. ISSN 0163-9676BibTex
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year={2010},
title={Attributional Retraining and Self-Esteem : "Robin Hood" Effects on Academic Achievement},
issn={0163-9676},
booktitle={2010 Annual Meeting Program : Understanding Complex Ecologies in a Changing World},
editor={American Educational Research Association},
author={Hall, Nathan C. and Musu, Lauren Elizabeth and Perry, Raymond P. and Nett, Ulrike and Götz, Thomas}
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