Journal
EDUCATIONAL PSYCHOLOGY IN PRACTICE
Volume 30, Issue 1, Pages 78-87Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/02667363.2014.880048
Keywords
attributions; attribution retraining; educational psychology; learning; cognitive behavioural intervention; school psychology
Categories
Ask authors/readers for more resources
This paper looks at current research into how thinking influences learning. How people explain to themselves why they fail and succeed inevitably impacts on how well they learn new skills. Researchers have been developing attribution retraining programmes targeted at improving student academic achievement and learning experience through the promotion of positive thinking. These findings can often be found in scientific psychological journals far removed from the educational practitioners and learning environments they attempt to influence. This paper introduces the educational practitioner to the principles underlying attribution theory. The potential benefits of incorporating attribution retraining programmes into the school curriculum are then outlined and the future of this area for both researchers and educational psychologists alike is discussed.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available