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Wilson & Linville, 1985: Learning and reflecting about academic difficulties as normal and temporary improved academic performance among undergraduates

Reference:

Wilson, T. D., & Linville, P. W. (1985). Improving the performance of college freshmen with attributional techniques. Journal of Personality and Social Psychology, 49(1), 287.
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Summary:

Two studies replicating Wilson and Linville, 1982 were conducted but combined statistically. The first was very much like the original study. In the second, the treatment was represented as an effort to give high school students more information about what to expect in college. Students wrote essays for high school students describing why academic difficulties in the transition to college are normal and temporary, and were encouraged to attribute early academic struggles in college to unstable causes (e.g., “not knowing how to take college tests”). Combining these replications, the attributional retraining treatment again raised students’ GPA. However, not enough students dropped out of college in these samples (1 out of 74) to examine treatment effects on dropout.

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?

Social Area:

Intervention Technique:

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Posted By:

Walton & Wilson, 2018