Improving the Academic Performance of College Students with Brief Attributional Interventions

Wilson, Timothy D.; Damiani, Michelle L.; Shelton, Nicole

doi:10.1016/b978-012064455-1/50008-7

Cited by 84 publications

(76 citation statements)

References 21 publications

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“…The AR intervention approach has been substantiated to be an effective approach to increase college students' motivation in academic study (Wilson, Damiani, & Shelton, 2002). Wilson et al (2002) reviewed the studies applying AR approach in higher education and summarized the impact of AR on students' academic outcome.…”

Section: Discussionmentioning

confidence: 99%

“…Wilson et al (2002) reviewed the studies applying AR approach in higher education and summarized the impact of AR on students' academic outcome. We believe it will be especially useful to help students who have maladaptive attribution approaches, i.e., students who attribute low homework completion to stable and/or uncontrollable reasons.…”

Section: Discussionmentioning

confidence: 99%

“…The presenter will then explain how those internal/stable/uncontrollable attributions can be changed into internal/unstable/controllable attributions. Lastly, students will learn how to apply this approach by completing writing assignments about their own attributions and potential changes for maladaptive attributions.The AR intervention approach has been substantiated to be an effective approach to increase college students' motivation in academic study (Wilson, Damiani, & Shelton, 2002). Wilson et al (2002) reviewed the studies applying AR approach in higher education and summarized the impact of AR on students' academic outcome.…”

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Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Bennett

Olsen

et al. 2018

AJEE

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Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a firstsemester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students' attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students' attributions of homework incompletion according to Weiner's attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student's attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students' reasons for homework incompletion varied across the three dimensions of Weiner's attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.Keywords: Attribution; Motivation; First Year Students; Homework INTRODUCTION ngaging in homework assignments is one of the most important parts of students' out-of-class learning. It is a critical avenue for deepening students' understanding of in-class knowledge, it helps students build their own knowledge system, and in general, homework contributes to overall academic success (Cooper, Robinson, & Patall, 2006;Vatterott, 2009). While participation in homework has been shown to have positive impacts on learning, many educators have difficulty in getting their students to complete assigned homework problems. Research on academic motivation has provided several interventions for encouraging students to complete homework assignments, but this research does little to highlight the reasons why students perform at different levels of homework completion rates in a particular course or to suggest which interventions are most appropriate for these different reasons. This paper discusses a qualitative research study that sought to understand the reasons why students do not complete homework assignments. Using attribution theory as a guiding framework, this study sought to understand the student-defi...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Bennett

Olsen

et al. 2018

AJEE

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“…Dweck's views exposed more debate on issues of self-esteem, its role in motivation and the factors affecting it. In view of Dweck's model, higher education students with incremental theories choose more challenging tasks to perform, persist more in the face of failure, and perform better academically [20]. While the "entity" group of higher education students are likely to attribute failure to an internal, stable cause by tagging themselves as unfortunately stuck with low intelligence, incremental learners are likely to attribute academic failure to an external, unstable cause, that is, their effort.…”

Section: Literature Reviewmentioning

confidence: 99%

Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach

Abah¹

2017

EDU

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Abstract:In the face of bizarre challenges, many Nigerian higher education students are surviving out of sure doggedness and determination to succeed. Out of improvisation, deprivation and sheer hard work, many students have attained graduation with outstanding qualities. This study employs autoethnography to report the author's personal narrative of graduating in mathematics education in a public university in Nigeria. Reflective writings from three graduating students of mathematics education added voices to the autoethnography. Emerging themes deduced from the reports indicate a general mixed expectation for higher education, Students' tenacity in the face of a tense school climate, and a productive social interaction as constituting broad experience of graduating students of mathematics education in Nigeria.

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“…Perhaps, for this reason, students who attributed their studying in PTE more to external factors tended not to see themselves as responsible for their earlier studying choices, which in turn led them to be less committed to preschool teaching in the future. With this in mind, the attribution retraining models suggested in the literature (Wilson, Damian, & Shelton, 2002) could be incorporated into intervention strategies in the context of career counseling for PTE students. These students who tend toward external attribution may be trained to redirect their attribution process so that they feel responsible for their career choice.…”

Section: The Effects Of Attributions For Studying In Pte and Occupatimentioning

confidence: 99%

Taiwanese Preschool Teacher Education Students’ Attributions for Studying, Occupational Knowledge, and Initial Teaching Commitment

2011

WJE

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This study examines Taiwanese preschool teacher education (PTE) students' attributions for studying in PTE, occupational knowledge, and initial teaching commitment, as well as the effects of the former two variables on the latter one. The study used mixed-methods which included questionnaire surveys and in-depth interviews. The Taiwanese PTE students (N=1463) responded to questionnaires, and eight of them were selected as the interviewees. The findings indicate that PTE students tended to predominantly attribute their PTE studying to personal factors in the internal attributional style, had substantial but incomplete occupational knowledge, and demonstrated moderately strong initial teaching commitment. The PTE students' attributions for studying in PTE and occupational knowledge had significant influence on their initial teaching commitment, and PTE studying attributions to personal factors was the most powerful predictor. The PTE students with more studying attributions to personal factors and more professional knowledge about occupational competency and occupational qualifications tended to display stronger initial teaching commitment.

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Improving the Academic Performance of College Students with Brief Attributional Interventions

Cited by 84 publications

References 21 publications

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach

Taiwanese Preschool Teacher Education Students’ Attributions for Studying, Occupational Knowledge, and Initial Teaching Commitment

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