Is Attribution Training a Worthwhile Classroom Intervention For K–12 Students with Learning Difficulties?

By J. Robertson. 2000

95 citations recorded by the source corpus.

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Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning (2003, background): “…students ranging from elementary school to college have been taught in a variety of ways to make attributions for their failures and successes to more internal and controllable causes such as effort or the use of a particular learning strategy (Foersterling, 1985; Graham, 1991; Robertson, 2000).”
Improving Self-Efficacy and Motivation (2006, methodology): “…dysfunctional attributions can be changed to functional ones (Kozminsky & Kozminsky, 2003; Linnenbrink & Pintrich, 2002, 2003; Ring & Reetz, 2000; Robertson, 2000; Shelton, Anastopoulos, & Linden, 1985) and that making such changes often benefits those who doubt their abilities (Fosterling,…”
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].”
Goal Theorists Should Move on From Performance Goals (2005, background): “Similarly, Rohrkemper and Bershon (1984) interviewed elementary students about what was on their minds when they worked on assignments.”