2022
DOI: 10.1037/edu0000770
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Assisting students in debt to overcome academic setbacks with a cognitive-reframing motivation intervention.

Abstract: Novel and unpredictable learning environments are a feature of school-to-college transitions that erode students’ academic control, emotional resilience, and achievement (Perry, Hall, & Ruthig, 2005). Although motivation interventions can benefit college students (Koenka, 2020), few studies have examined treatment efficacy for students of varying socioeconomic backgrounds. This randomized treatment-control study assessed whether a cognitive-reframing intervention (attributional retraining [AR]) improved cognit… Show more

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Cited by 1 publication
(8 citation statements)
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“…The institution's Psychology and Sociology Research Ethics Board approved the study, and all students consented to have their questionnaire responses and course grades used for research purposes. Overall study attrition (17%) was primarily due to forgetfulness, illness, complexities of experimental credits, among others, and consistent with prior studies (Dryden et al, 2023;Hall et al, 2006;Hall et al, 2007;Perry et al, 2010: 8%, 17%, 26%, 22% respectively). No differences were found between students who did versus did not respond to the Semester 2 measures of PAC, attribution-related negative emotions, stress, and Test 1 performance.…”
Section: Participantssupporting
confidence: 83%
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“…The institution's Psychology and Sociology Research Ethics Board approved the study, and all students consented to have their questionnaire responses and course grades used for research purposes. Overall study attrition (17%) was primarily due to forgetfulness, illness, complexities of experimental credits, among others, and consistent with prior studies (Dryden et al, 2023;Hall et al, 2006;Hall et al, 2007;Perry et al, 2010: 8%, 17%, 26%, 22% respectively). No differences were found between students who did versus did not respond to the Semester 2 measures of PAC, attribution-related negative emotions, stress, and Test 1 performance.…”
Section: Participantssupporting
confidence: 83%
“…The Booster was predicted to attenuate negative achievement emotions (attribution-specific) which would then mediate the Booster à course grades path. This Booster-performance mediation prediction would replicate AR findings regarding temporal emotion-motivation sequences specified by Weiner's theory (e.g., Dryden et al, 2023;Hamm et al, 2017;Parker et al, 2016).…”
Section: Attributional Retraining As a Motivation Interventionsupporting
confidence: 64%
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