Is Attribution Training a Worthwhile Classroom Intervention For K–12 Students with Learning Difficulties?
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- 作者：Siegel Robertson ; Janna
- 关键词：attribution ; attribution training ; strategy training ; learning difficulties
- 刊名：Educational Psychology Review
- 出版时间：2000
- 出版年：2000
- 期刊代码：19_1040726X
- 类别：mt
- 卷：12
- 期：1
- 页码：111-134
- 数据来源：sp
摘要
The author reviewed 20 attribution training studies of school-aged students who had learning difficulties in achievement contexts. These studies were examined to identify which variables were related to success of attribution training. The scripts of what was verbalized to promote attributions were provided so that attribution training could be replicated in the classroom. Finally, several recommendations were made to qualify when attribution training may be most successful in classroom settings. These included incorporating attributions of ability and strategy with effort, combining attribution training with strategy training, using direct approaches, and using caution in large groups.