Details

Autor(en) / Beteiligte

• Hamm, Jeremy M.
• Perry, Raymond P.
• Chipperfield, Judith G.
• Murayama, Kou
• Weiner, Bernard

Titel

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

Ist Teil von

• Motivation and emotion, 2017-10, Vol.41 (5), p.600-616

Ort / Verlag

New York: Springer US

Erscheinungsjahr

2017

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• Attribution-based motivation treatments can boost performance in competitive achievement settings (Perry and Hamm 2017 ), yet their efficacy relative to mediating processes and affect-based treatments remains largely unexamined. In a two-semester, pre-post, randomized treatment study ( n  = 806), attributional retraining (AR) and stress-reduction (SR) treatments were administered in an online learning environment to first-year college students who differed in cognitive elaboration (low, high). Low elaborators who received AR outperformed their SR peers by nearly a letter grade on a class test assessed 5 months post-treatment. Path analysis revealed this AR-performance linkage was mediated by causal attributions, perceived control, and positive and negative achievement emotions in a hypothesized causal sequence. Results advance the literature by showing AR (vs. SR) improved performance indirectly via cognitive and affective process variables specified by Weiner’s ( 1985a , 2012 ) attribution theory of motivation and emotion.