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Hall et al., 2004: Attributing academic failure as unstable and controllable improved academic achievement among undergraduate students, especially among high-elaborative learning students

Reference:

Hall, N. C., Hladkyj, S., Perry, R. P., & Ruthig, J. C. (2004). The role of attributional retraining and elaborative learning in college students' academic development. The Journal of Social Psychology, 144(6), 591-612.
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Summary:

Undergraduate introductory psychology students, most in the first year, watched an 8-minute video in which two graduate students and a professor in psychology discussed how adopting controllable and unstable patterns of causal attributions (e.g. academic failure due to lack of effort or a poor study strategy instead of lack of ability) can improve motivation and performance. They then either summarized the main points and described how they could apply these ideas to their own studies or took a brief very difficult aptitude test. As compared to a randomized control condition, both treatments improved final grades in psychology and, for students high in elaborative learning, first-year GPA.

Psychological Process:

What Desired Meaning is At Stake?

What is the Person Trying to Understand?

Selves (My Own and Others')

Approach to Desired Meaning

What about it?

Changing beliefs about ability or potential

Psychological Question Addressed

Does struggling mean I can’t do it?

Psychological Process 2:

Need

What is the Person Trying to Understand?

What Desired Meaning is At Stake?

What Desired Meaning is At Stake?

What About it?

Approach to Desired Meaning

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Psychological Question Addressed

Psychological Process 3:

Need

What Desired Meaning is At Stake?

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Does struggling mean I can’t do it?

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Intervention Technique:

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Posted By:

Walton & Wilson, 2018