Attribution Retraining Instruction with a Second-Grade Class
We investigated whether attribution retraining instruction (ARI) embedded in mathematics lessons in a second-grade classroom could help students (a) attribute their successes and failures to effort or lack of effort, (b) not attribute their successes and failures to uncontrollable factors, and (c) i...
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| Veröffentlicht in: | Early childhood education journal 2004-03, Vol.31 (3), p.165-170 |
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| container_title | Early childhood education journal |
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| creator | Horner, Sherri L Gaither, Susan M |
| description | We investigated whether attribution retraining instruction (ARI) embedded in mathematics lessons in a second-grade classroom could help students (a) attribute their successes and failures to effort or lack of effort, (b) not attribute their successes and failures to uncontrollable factors, and (c) increase their mathematics scores. One second-grade classroom (n = 18) received ARI and the other classroom (n = 11) received mathematics-only instruction (MOI). The ARI consisted of specific strategy review, guided discussion, individual practice, and effort feedback. Results showed that ARI students' mathematics scores increased and attributions to uncontrollable factors decreased from pre- to post-test. MOI students also increased their mathematics scores; however, these differences were not significant. |
| doi_str_mv | 10.1023/B:ECEJ.0000012134.58050.2a |
| format | Article |
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One second-grade classroom (n = 18) received ARI and the other classroom (n = 11) received mathematics-only instruction (MOI). The ARI consisted of specific strategy review, guided discussion, individual practice, and effort feedback. Results showed that ARI students' mathematics scores increased and attributions to uncontrollable factors decreased from pre- to post-test. MOI students also increased their mathematics scores; however, these differences were not significant.</description><identifier>ISSN: 1082-3301</identifier><identifier>EISSN: 1573-1707</identifier><identifier>DOI: 10.1023/B:ECEJ.0000012134.58050.2a</identifier><identifier>CODEN: ECEJFA</identifier><language>eng</language><publisher>New York: Springer</publisher><subject>Attribution Theory ; Elementary School Students ; Grade 2 ; Mathematics ; Mathematics Achievement ; Mathematics Instruction ; Pretests Posttests ; Retraining ; Scores ; Student Improvement ; Student Motivation</subject><ispartof>Early childhood education journal, 2004-03, Vol.31 (3), p.165-170</ispartof><rights>Human Sciences Press, Inc. 2004</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c1561-fbf67624bd99a50d4d857d9d106bb9431545ff9cde7307260dc440f6f5ff08323</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ732241$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Horner, Sherri L</creatorcontrib><creatorcontrib>Gaither, Susan M</creatorcontrib><title>Attribution Retraining Instruction with a Second-Grade Class</title><title>Early childhood education journal</title><description>We investigated whether attribution retraining instruction (ARI) embedded in mathematics lessons in a second-grade classroom could help students (a) attribute their successes and failures to effort or lack of effort, (b) not attribute their successes and failures to uncontrollable factors, and (c) increase their mathematics scores. 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One second-grade classroom (n = 18) received ARI and the other classroom (n = 11) received mathematics-only instruction (MOI). The ARI consisted of specific strategy review, guided discussion, individual practice, and effort feedback. Results showed that ARI students' mathematics scores increased and attributions to uncontrollable factors decreased from pre- to post-test. MOI students also increased their mathematics scores; however, these differences were not significant.</abstract><cop>New York</cop><pub>Springer</pub><doi>10.1023/B:ECEJ.0000012134.58050.2a</doi><tpages>6</tpages></addata></record> |
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| ispartof | Early childhood education journal, 2004-03, Vol.31 (3), p.165-170 |
| issn | 1082-3301 1573-1707 |
| language | eng |
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| source | SpringerLink Journals; EBSCOhost Education Source |
| subjects | Attribution Theory Elementary School Students Grade 2 Mathematics Mathematics Achievement Mathematics Instruction Pretests Posttests Retraining Scores Student Improvement Student Motivation |
| title | Attribution Retraining Instruction with a Second-Grade Class |
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