ENHANCING PRIMARY AND SECONDARY CONTROL IN ACHIEVEMENT SETTINGS THROUGH WRITING-BASED ATTRIBUTIONAL RETRAINING

By Nathan C. Hall, R. Perry, J. Chipperfield, R. Clifton, Tara L. Haynes. 2006

92 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1bc8bc7834ab09addba28c4719152e0830976cc6

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In Clinical Psychology

In Developmental and Educational Psychology

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Citations in the corpus

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis (2013, background): “Research has shown this type of attribution response to be quite adaptive in promoting more positive motivation and self-regulation [52, 53].”
Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols (2012, background): “These latter two reflection processes are particularly important in self-regulation models because they are highly predictive of student motivation and persistence in the face of failure or obstacles [62–64].”
A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students (2009, methodology): “This procedure has been shown to increase students’ end-of-year perceptions of control and academic performance (Hall et al., 2004, 2006).”
A Motivational Theory of Life-Span Development (2010, background): “Educational psychologists working with control-theoretical models have identified particularly vulnerable college students who have little flexibility to adjust goals and use compensatory secondary control strategies but hold high ambitions and strong primary control strivings (Hall et al., 2006).”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, methodology): “Both laboratory (Perry and Dickens 1984; Schönwetter et al. 1993) and field research (Hall et al. 2006; Perry et al. 2001; Struthers et al. 1996) suggests that students with high perceived control are distinct from those with low perceived control in cognitive elaboration, motivation, attribution…”
Antecedents of everyday positive emotions: An experience sampling analysis (2010, background): “Finally, further research on intervention programs intended to promote perceptions of control (e.g., Hall et al. 2006, 2007), value (e.g., Cohen et al. 2006), or both (see control/ value interaction effects) is needed in order to encourage cognitive appraisals that optimally contribute to emotional…”