Attribution Retraining Instruction with a Second-Grade Class |
| |
Authors: | Sherri L Horner Susan M Gaither |
| |
Institution: | (1) Bowling Green State University, 561 Education Building, Bowling Green, OH, 43403;(2) Snowden Elementary School, Memphis, TN |
| |
Abstract: | We investigated whether attribution retraining instruction (ARI) embedded in mathematics lessons in a second-grade classroom could help students (a) attribute their successes and failures to effort or lack of effort, (b) not attribute their successes and failures to uncontrollable factors, and (c) increase their mathematics scores. One second-grade classroom (n = 18) received ARI and the other classroom (n = 11) received mathematics-only instruction (MOI). The ARI consisted of specific strategy review, guided discussion, individual practice, and effort feedback. Results showed that ARI students' mathematics scores increased and attributions to uncontrollable factors decreased from pre- to posttest. MOI students also increased their mathematics scores; however, these differences were not significant. |
| |
Keywords: | attributions elementary education mathematics |
本文献已被 SpringerLink 等数据库收录! |
|