Enhancing the academic success of competitive student athletes using a motivation treatment intervention (Attributional Retraining)

Attribution-based motivation treatment efficacy in an online learning environment for students who differ in cognitive elaboration

“…These results extend previous research by showing that AR impacts students' causal attributions in achievement settings over a prolonged time period, even when pre-existing differences are accounted for (e.g., Hamm et al, 2014;Perry et al, 2010). Our results also expand on previous studies (Haynes et al, 2006;Parker et al, 2016) by documenting that AR indirectly enhances perceived control by reducing maladaptive causal attributions. In fact, students receiving AR reported perceived control levels that were 12% of a standard deviation higher than their peers in the SR condition as a consequence of AR reducing their endorsement of uncontrollable attributions (see Table 3).…”

“…Quasi-experimental field studies extended the assessment of AR-performance linkages beyond the laboratory to address issues involving external and ecological validity in competitive achievement settings. Randomized treatment field studies informed by Weiner's attribution theory of motivation showed that AR (vs. no-AR) facilitated performance on individual class tests and overall course grades assessed up to six months post-treatment (e.g., Boese, Stewart, Perry, & Hamm, 2013;Parker, Perry, Hamm, Chipperfield, & Hladkyj, 2016;Perry, Stupnisky, Hall, Chipperfield, & Weiner, 2010;. Field studies also demonstrated that recipients of AR (vs. no-AR) were less likely to fail year-end final exams and entire courses (Haynes-Stewart et al, 2011;Van Overwalle & Metsenaere, 1990).…”

“…According to Weiner (1985aWeiner ( , 2012, attributional changes should impact subsequent cognitive and affective outcomes. Preliminary research suggests that AR (vs. no-AR) fosters perceived control (Haynes et al, 2006;Parker et al, 2016) and achievement-enhancing emotions, including increased hope and pride, but reduced shame and helplessness (Hall et al, 2004;Hamm et al, 2014). Each of these psychological outcomes has been linked to academic performance in theoretically consistent directions (Perry et al, 2001(Perry et al, , 2008Weiner, 1985aWeiner, , 2012.…”

Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

“…A systematic review showed the importance of interventions based on motivational processes to maintain significant changes in physical activity and sport over time [ 94 ]. The motivation treatment intervention (attributional retraining) was found to be effective in enhancing the academic success of competitive student-athletes [ 95 ]. Athletes reported benefits of an attribution-based motivation treatment in terms of perceived course success, performance, and persistence in making the transition from high school to college.…”

Improving STEM self-efficacy with a scalable classroom intervention targeting growth mindset and success attribution

“…The first is attributional retraining (AR), which targets a student's attribution of success or failure to internal vs. external factors. Over 30 years of empirical data support the effectiveness of AR for improving academic performance [15,22,[42][43][44][45][46][47][48].…”