Perry et al., 2010: Attributing academic failure as unstable and controllable increased course grades among poor- and average-performing undergraduate students
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Summary:
First-year undergraduate introductory psychology students (1) completed survey items assessing their attributions for academic failure and success, (2) watched a 10-minute video in which two students discussed how poor performance can be improved followed by a professor who emphasized the importance of controllable attributions for academic experiences, (3) took a brief very difficult aptitude test, (4) took part in a group discussion about the importance of making adaptive attributions for academic experiences, and (5) received a handout comparing adaptive versus maladaptive attributions. As compared to a randomized control group, this treatment raised course grades and first-year grade-point-average for students performing poorly or at the average, but not for students performing well.