The Power of Asking "Why?": Attribution Retraining Programs for the Classroom Teacher

Autor/inn/en	Graham, Sandra; Taylor, April Z.
Titel	The Power of Asking "Why?": Attribution Retraining Programs for the Classroom Teacher
Quelle	In: Theory Into Practice, 61 (2022) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2021.1932160
Schlagwörter	Attribution Theory; Intervention; Retraining; Student Motivation; Self Concept; Locus of Control; Academic Achievement; Teachers; Educational Psychology; Cognitive Restructuring; Feedback (Response) + Suchen Sie Ihr Suchwort? Umschulung; Schulische Motivation; Selbstkonzept; Schulleistung; Lehrer; Lehrerin; Lehrende; Erziehungspsychologie; Pädagogische Psychologie
Abstract	Attribution theory is concerned with why outcomes occur such as "Why did I fail the exam?" or "Why are they picking on me?" (Weiner, 1986, 2018; see Graham, 2020 for a review). Although this article focuses on achievement, attributions are relevant to the social as well as the achievement domain. Both questions concern failure because individuals are more likely to ask why after failure than success and when they are faced with unexpected or unusual outcomes (Stupnisky et al., 2011). This brief overview indicates that a fundamental principle of attribution theory is that causal thoughts (e.g., "Why did I fail?") guide feelings and behavior. Therefore, changing maladaptive causal thoughts to more adaptive thoughts should result in improvements in achievement-related feelings and behavior. That line of reasoning has been the basis of a program of intervention research known as attribution retraining (AR). In fact, AR programs are probably the best example of applications of attribution theory to real-world educational practice (see reviews in Forsterling, 1985; Haynes et al., 2009; Robertson, 2000; Wilson et al., 2002). The article focuses on what has been learned about AR programs, or the power of asking "why." (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01