Publikation: Attributional retraining and elaborative learning : Improving academic development through writing-based interventions
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2007
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Elsevier Learning and Individual Differences. 2007, 17(3), pp. 280-290. Available under: doi: 10.1016/j.lindif.2007.04.002
Zusammenfassung
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) 3×2 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.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
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Attributional retraining, Affect, Elaboration
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HALL, Nathan C., Raymond P. PERRY, Thomas GÖTZ, Joelle C. RUTHIG, Robert H. STUPNISKY, Nancy E. NEWALL, 2007. Attributional retraining and elaborative learning : Improving academic development through writing-based interventions. In: Elsevier Learning and Individual Differences. 2007, 17(3), pp. 280-290. Available under: doi: 10.1016/j.lindif.2007.04.002BibTex
@article{Hall2007Attri-498,
year={2007},
doi={10.1016/j.lindif.2007.04.002},
title={Attributional retraining and elaborative learning : Improving academic development through writing-based interventions},
number={3},
volume={17},
journal={Elsevier Learning and Individual Differences},
pages={280--290},
author={Hall, Nathan C. and Perry, Raymond P. and Götz, Thomas and Ruthig, Joelle C. and Stupnisky, Robert H. and Newall, Nancy E.}
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