Attributional retraining and the job interview : implications for self-esteem and employment in college students

Abstract

In recent years, the job application process for college students has become more competitive due to increased college enrollment (e.g., 21% from 1994-2004) combined with limited growth in professional employment opportunities (Greenhouse, 2006). The present study evaluated the efficacy of a motivational intervention based on Weiner s (1985) attribution theory, referred to as Attributional Retraining (AR; Forsterling, 1985), for improving interview-related attributions, emotions, expectations, and performance (i.e., employment) as moderated by a critical risk factor previously unexplored in AR research, namely self-esteem. Results showed consistently positive AR effects for low-self-esteem students, and unanticipated negative effects for high-self-esteem students. In sum, these findings underscore the potential benefits and risks associated with AR interventions aimed at improving employment interview performance in college students.