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Parker et al., 2016: Attributing academic failure as unstable and controllable improved academic performance among undergraduate student-athletes

Reference:

Parker, P. C., Perry, R. P., Hamm, J. M., Chipperfield, J. G., & Hladkyj, S. (2016). Enhancing the academic success of competitive student athletes using a motivation treatment intervention (Attributional Retraining). Psychology of Sport and Exercise, 26, 113-122.
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Summary:

First-year undergraduate competitive athlete students and non-athlete students enrolled in an introductory course (1) completed survey items assessing their attributions for academic failure and success, (2) watched a brief video that emphasized the importance of controllable attributions for academic experiences, and (3) summarized the video and described how it related to their own lives. As compared to a randomized control group, this treatment raised course grades for athletes low in perceived academic control and reduced course withdrawals for athletes in general. Non-athletes showed no benefits.

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