Enhancing achievement motivation and performance in college students: An attributional retraining perspective

Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences

“…Students for whom academic boredom proves troublesome or who find themselves identified as 'at risk' of falling behind or terminating studies as a result of academic boredom should be directed to pastoral tutors and learning development units, or counselling services in extremes, for advice and support, perhaps informed by 'attribution retraining' which has already proved useful elsewhere (e.g. Perry et al, 1993;Ruthig et al, 2004). More positive and constructive emotional reinforcement or conditioning might prove beneficial, improving resiliency and building confidence generally, while helping students to work through high-stress periods of formative and summative assessment which may cause anxiety and damage self-worth (Harris, 2000;Vodanovich, 2003b;Goetz et al, 2010).…”

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

“…1986); such that psychologists and philosophers (e.g., Hempel, 1966) have long espoused an interest in people's desire to understand the world and the events around them. These causal attributions (i.e., explanations) are hypothesized to directly influence the subsequent cognitions and emotions of an individual (Perry, Hechter, Menec, & Weinberg, 1993). Perry and colleagues also note that the defined properties of an attribution are considered to have an influence on individuals' motivation and behavior related to future events.…”

“…According to Weiner's (1 979, 1985Weiner's (1 979, , 1986) attribution theory, individuals are likely to attribute reasons for outcomes and events in their lives that are perceived as new or important. The fundamental explanations are theorized to directly influence ensuing cognitions and emotions, ultimately impacting individuals' motivation and behavior associated with future events (Perry, Hechter, Menec, & Weinberg, 1993). Thus, Weiner's theory asserts that the underlying beliefs individuals hold about their successes and failures have important consequences for their ensuing feelings, expectations, and behavior.…”

“…Research (e.g., Perry et al, 1993) has also shown that techniques aimed at generating an optimistic attributional style (i.e., attributional retraining) is an effective practice for college students in recognizing that certain events are within one's control and can be altered through increased effort. Therefore, implementing a positive outlook on cau&lity regarding one's career development appears to be an important aspect of career success for college students.…”

Atribuição de causalidade ao desempenho acadêmico e autoestima de estudantes de Ciências Contábeis

“…Alves, Corrar, e Slomski(2004), Miranda(2011), Santos(2012, Souza(2008) (Hattie, Biggs, & Purdie, 1996). É possível ensinar aos estudantes a usarem atribuições de causalidade mais compatíveis com a aprendizagem e com isso, minimizar as consequências do fracasso vivido e aumentar as expectativas de sucesso futuro, alterando percepções de causalidade errôneas e de consequências negativas (Perry, Hechter, Menec, & Weinberg, 1993;Schunk & Cox, 1986).…”