Improving Persistence Through Observational Learning and Attribution Retraining
Bibliographic Data
| ID | 5264259 |
|---|---|
| Authors | Marie‐louise Craske (University of Tasmania, corresponding author), M L Craske |
| Year | 1985 |
| Volume | 55 |
| Issue | 2 |
| Pages | 138-147 |
| Publication date | 1985-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1985.tb02618.x |
| OpenAlex | W2100131711 |
| Language | EN |
| Citations received | 3 |
This study aimed to improve the persistence of learned helpless children through reattribution training accomplished via observational learning. In addition, the relationships of effort attributions and intelligence to persistence behaviour were examined. In the initial phase, 65 Grade 5 and 6 subjects were presented with unsolvable puzzle-completion problems to gauge persistence levels; they also completed the Intellectual Achievement Responsibility Scale (IARS), and Raven's Progressive Matrices. IARS scores which reflected neglect of the effort factor in academic outcome correlated highly with persistence; intelligence scores were not related to persistence. In the second phase, the 32 least persistent subjects were assigned to control or vicarious reattribution training groups. The treatment was associated with increased persistence in female, but not male, subjects. The results are discussed in terms of exchange theory analysis and self-worth theory
Attribution · Developmental psychology · Experiential learning · Neglect · Observational learning · Observational study · Persistence (discontinuity) · Psychiatry · Retraining · Child and Adolescent Psychosocial and Emotional Development · Educational and Psychological Assessments · Psychology · Social Psychology
| Citations per year | 0.21 |
|---|---|
| Citation span | 2012 - 2021 (10) |
| Highly cited | No |