Attribution retraining paired with strategy training : an integrative treatment approach for motivational problems in learning disabled adolescents
Year: 1988
Type: dissertation
Abstract: Motivation to learn and achieve in learning disabled adolescents is threatened by chronic failures. Consequently, many learning disabled students learn to doubt their capability to effectively cope with learning problems. Attribution theory provides a conceptual framework where specific self-perceptions and subsequent expectations for school success are explored. Learning disabled students need to reconceptualize their beliefs about academic behavior as controllable and changeable. While expectations for success are an integral part of continued motivation for learning disabled students, it is the use of effective task strategies which provides the outlet for students' newly acquired attributions. The present study investigated the effects of attribution retraining paired with strategy training on maintenance of strategic behavior, on metacognitive awareness of strategy use, and on task-specific and general attributions. Thirty-two learning disabled adolescents participated in the intervention study. They were randomly assigned to either a control group, a strategy only group, or a strategy plus attribution retraining group. The strategy selected was the FIRST-Letter Mnemonic Strategy which was designed to improve recall performance. The mnemonic, BELIEFS, provided structure for three goals in the attributional intervention component: (1) to teach adaptive attributions made to direct effort in strategy use; (2) to provide attributional and performance feedback; and (3) to provide a selfinstructional model that directs alternative attributions for academic outcomes. . . . I I I The results indicated between group differences in recall performance, in awareness of strategy use, and in task-specific and general attributions. Results at posttest indicated clear evidence as to the effectiveness of the mnemonic strategy on recall of information. Both treatment groups answered more recall performance questions correctly than the control group. However, only the attribution retraining group maintained good recall performance over time. In addition, these students showed substantially more metacognitive awareness than the strategy and the control group. In general, students receiving attribution retraining held perceptions which were significantly more internal, stable, and controllable for task-specific and general attributions. A number of possible limitations of this investigation are discussed and recommendations for future strategy and attribution research are provided. Practical suggestions are also offered to remedial instructors.
Source: Summit (Simon Fraser University)
Author: Dorothy Carol Sawatsky
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W65033649