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Attributional retraining and elaborative learning : Improving academic development through writing-based interventions

Attributional retraining and elaborative learning : Improving academic development through writing-based interventions

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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. 17(3), pp. 280-290

@article{Hall2007Attri-498, title={Attributional retraining and elaborative learning : Improving academic development through writing-based interventions}, year={2007}, doi={10.1016/j.lindif.2007.04.002}, 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.} }

<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/498"> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-22T17:31:40Z</dcterms:available> <dc:contributor>Perry, Raymond P.</dc:contributor> <dcterms:rights rdf:resource="http://nbn-resolving.org/urn:nbn:de:bsz:352-20140905103416863-3868037-7"/> <dc:contributor>Ruthig, Joelle C.</dc:contributor> <dcterms:bibliographicCitation>First publ. in: Elsevier Learning and Individual Differences 17 (2007), 3, pp. 280 290</dcterms:bibliographicCitation> <dc:contributor>Newall, Nancy E.</dc:contributor> <dcterms:issued>2007</dcterms:issued> <dc:creator>Ruthig, Joelle C.</dc:creator> <dcterms:title>Attributional retraining and elaborative learning : Improving academic development through writing-based interventions</dcterms:title> <dc:creator>Stupnisky, Robert H.</dc:creator> <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/498"/> <dc:creator>Perry, Raymond P.</dc:creator> <dc:contributor>Stupnisky, Robert H.</dc:contributor> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-22T17:31:40Z</dc:date> <dc:contributor>Hall, Nathan C.</dc:contributor> <dcterms:abstract xml:lang="eng">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.</dcterms:abstract> <dc:format>application/pdf</dc:format> <dc:creator>Götz, Thomas</dc:creator> <dc:rights>deposit-license</dc:rights> <dc:contributor>Götz, Thomas</dc:contributor> <dc:language>eng</dc:language> <dc:creator>Newall, Nancy E.</dc:creator> <dc:creator>Hall, Nathan C.</dc:creator> </rdf:Description> </rdf:RDF>

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