Attributional Retraining: A Motivation Treatment With Differential Psychosocial and Performance Benefits for Failure Prone Individuals in Competitive Achievement Settings

被引：30

作者：

Hamm, Jeremy M. ^{[1
]}

Perry, Raymond P. ^{[1
]}

Clifton, Rodney A. ^{[1
]}

Chipperfield, Judith G. ^{[1
]}

Boese, Gregory D. ^{[2
]}

机构：

[1] Univ Manitoba, Winnipeg, MB R3T 2N2, Canada

[2] Simon Fraser Univ, Burnaby, BC V5A 1S6, Canada

来源：

BASIC AND APPLIED SOCIAL PSYCHOLOGY | 2014年 / 36卷 / 03期

关键词：

PERCEIVED ACADEMIC CONTROL; COLLEGE-STUDENTS; SECONDARY-CONTROL; GOALS; LIFE; STRATEGIES; EMOTIONS; MODEL; ORIENTATION; TRANSITIONS;

D O I：

10.1080/01973533.2014.890623

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Our quasi-experimental, longitudinal treatment study examined whether Attributional Retraining (AR) facilitated adjustment among young adults (n = 324) making the challenging school-to-university transition. An AR by performance orientation group 2 x 4 design showed AR primarily benefited high-risk students: Failure-ruminators (high failure preoccupation, low perceived control) receiving AR reported higher intrinsic motivation and more adaptive attribution-related emotions than their no-AR peers. Failure-acceptors (low failure preoccupation, low perceived control) receiving AR had higher intrinsic motivation, higher grade point averages, and fewer course withdrawals than their no-AR counterparts. Thus, AR had differential benefits (emotions, achievement) for vulnerable students who were psychologically distinct.

引用

页码：221 / 237

页数：17

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