The Effect of Self-instructional Training and Attribution Retraining on the Performance of Mathematical Problem-Solving of Male Students with Mental Defiecncy

Self-instruction helps students to organization their thought، learning and self-strategy patterns. Attribution retraining programs are designed to help those students who have inappropriate motivational patterns in the course of their own success and failure. The present research، with an experimental design، consisting of pre-test، and post-test with control group، investigated the effect of self-instructional training and attribution retraining on the performance of mathematical problem-solving of male students with mental defiecncy. In so doing، 45 junior high school students with metal deficiency in grade three were selected through available sampling method and were randomly assigned into experimental and control groups. Experimental group received treatment for 8 sessions. The results of covariance analysis indicated that the experimental group''s mathematical problem-solving scores increased significantly. Given the obtained data، it could be said that self-instruction training in comparison with attribution retraining helped mental deficient students to improve their performance much better.