The effect of attribution retraining on the academic achievement of high school students in mathematics (Record no. 21757)

MARC details
000 -LEADER
fixed length control field 02865nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Assaad, Ghada E.
Miscellaneous information Doctorate of education
245 14 - TITLE STATEMENT
Title The effect of attribution retraining on the academic achievement of high school students in mathematics
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - école doctorale des lettres
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 178 pages
500 ## - GENERAL NOTE
General note النوع : Thèse
520 3# - SUMMARY, ETC.
Summary, etc. This study explores the use of attribution retraining in a high school. Attribution retraining is an intervention applied with the intent to change students’ attributes, motivation, academic achievement, and locus of control. Locus of control is related to how one attributes success and/or failure. Students with an internal locus of control believe they are responsible and can control their performance, whereas those with an external locus of control tend to look for fault outside themselves. The purpose of the study was to examine the impact of attribution retraining on high school students' academic achievement in mathematics. The research questions explored the effect of the intervention on students’ performance in mathematics, and the influence of gender, and attributions. The intervention focused on the role of the brain in processing information, Dweck’s motivation and intelligence theories, Weiner's attribution theory, learning and mathematics study strategies, and gender and stereotyping. An experimental pretest-posttest control group design with matched participants was used. The sample included 44 grade ten and eleven students of both sexes from a private school in Mount Lebanon, Lebanon. The experimental group was trained in the attribution retraining program for nine sessions distributed over four weeks. The control group maintained the regular academic schedule. Mathematics achievement was assessed through four scores collected before and after the intervention. The attributional styles were assessed by the Attribution Questionnaire. The study revealed significant effects of experimental training on mathematics achievement. Moreover, a qualitative analysis of structured interviews conducted with the experimental group demonstrated that their attributions shifted from external to internal ones and from performance to mastery goals. The results did not indicate an effect for gender for the experimental group, except for their interpretation of failure.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education Math education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم الرياضيات
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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