جستجوی مقالات مرتبط با کلیدواژه "attribution style" در نشریات گروه "علوم تربیتی"

Attribution style and reading motivation are among the important factor of students' academic achievement. The aim of this study was to investigate the effect of teaching positive attribution style on motivation in students with dyslexia.

The method of this research is experimental and pre-test and post-test design with control group. The statistical population in this study consisted of all students in the city of Rasht, who were studying at the learning disability centers in the school year of 1398 – 99. Thirty students were selected from this statistical population, according to the conditions of entering and exiting to/from in the study which were randomly assigned to the experimental and control groups. In this study, the reading and dyslexia test of Kerami Nouri and Moradi (1387) was implemented to diagnose dyslexia, then the Wiegfeld and Guthrie (1997) questionnaire was used to measure the level of reading motivation, which was implemented in the pre-test and post-test phases on both groups the experimental group received a positive attribution style retraining program in 11 sessions of 45 minutes for 6 weeks. However, the control group did not receive any program other than the usual school program and finally data were compared with the statistical method of independent t-test and Multivariate analysis of covariance.

Data analysis showed that attributional retraining intervention improved reading motivation in dyslexia students. That is, it shows significant increase in motivation of students with dyslexia in the experimental group compared to the control group (P> 0.05)

Attributional retraining program provides students with mental health by creating positive attribution style. In this way, it partially prevented the waste of time, energy and exorbitant costs caused by the group's medical interventions.

The aim of this study was to investigate the effect of of attributional retraining on attribution style and problem-solving performance in married female employees in Kazerun.

The statistical population of this study consists of married female employees in Kazerun. The number of subjects in this study was 30 married female employees who were selected by available methods. The Hepner-Peterson Problem Solving Questionnaire (PSI) and the Seligman Attribution Styles Questionnaire (ASQ) were used to measure the research variables. Analysis of covariance (ANCOVA) was used to analyze the data.

The results of data analysis showed that the variable of attribution style and its components, controllability (internal-external), stability (stability-instability) and generality (general-partial) can be changed and increased by positive retraining of attribution. And the style of mixed negative attribution has decreased; attribution retraining also has a significant positive effect on problem-solving performance (personal control, self-confidence in problem solving, and tendency-avoidance style).

Since attributional styles affect problem solving skills and consequently the quality of life of individuals, counselors and therapists by identifying people with inefficient and incompatible attributional styles and retraining attributions in them, create effective adaptive attributional styles and performance and Improve problem solving.

Attribution styles to be considered one of the most important factors affecting the functions and mental processes and training of students. This role will be explained through different psychological processes, among one of which is the goals achievement. As achievement goals can contribute as an mediator in relation to attribution style and test anxiety. The purpose of this study is provide a model for test anxiety based on achievement goals and attributional style variables. This study is a descriptive – correlation to structural equation analysis that to study of non-experimental causal relationships are explored through correlations. Participants in this study included 259 undergraduate students at Ferdowsi University of Mashhad. Data were collected through attribution styles, test anxiety and achievement goals questionnaire. Statistical tests of correlation and structural equation model was used to analyze the data. The data obtained were analyzed by software SPSS20 and LISREL8.53. . Based on the findings, achievement goals is a mediator between test anxiety and positive attributional biases as well as predictor test anxiety. also goal orientation had a direct effect on test anxiety. Implicitly results obtained for education practitioners resulting due to the advancement goals as affect variables and mediating on test anxiety of students in better performance of students.

Introduction Until recently, the self-conscious emotions have been poorly studied. Few studies on their meanings, how they are developed, and how individual differences arise have been conducted (Lewis, 2011). Self-conscious evaluative emotions have important roles in children’s motivation, social competence, and adjustment (Lewis & Sullivan, 2005). Shame and guilt are two self-conscious emotions that are necessary from childhood to be considered. Shame is the product of the self-evaluation of its actions in regard to standards, rules, goals and a global attribution. This emotion is a consequence of a failure when someone accepts the responsibility for failure and there is a global focus on the self. Shame can occur in response to either failed moral actions or poor achievements (Lewis, 1992). Guilt/regret also occurs in response to accepting personal responsibility for a failure, but it is not as intensely negative as shame, because, with guilt, the focus of attention is on the individual’s specific actions that resulted in the failure. Because the focus of attention in guilt is on specific behaviors, individuals can get rid of this emotion through reparative action. Rectification of the failure and prevention of a future reoccurrence are the two possible corrective paths that individuals can choose. Thus, guilt is not the self-destroying emotion that shame is (Cole, Barrett, & Zahn-Waxler, 1992). Because not only the common people but also some experts and theorists equated the two terms interchangeably (Damon, 1988; Eisenberg, 1986 & Harris, 1989), one of the challenges facing researchers in distinguishing the difference and similarities of these two emotions, is to identify the precedents and outcomes of shame and guilt. Few studies have examined the antecedents of these two emotions. The emotions of shame and guilt are deductive because adults and older children ascribe success or failure to cause with certain properties or dimensions (Lewis & Sullivan, 2005). Examining the role of attribution styles in self-conscious emotions of shame and guilt for elementary schools’ students may provide a clearer picture of the processes that underlie these emotions. Research Questions The present study tried to answer the following questions: 1- Which negative aspects of attribution-styles can be explained regarding selfconscious emotion of shame?
2- Which positive aspects of attribution-styles can be explained regarding selfconscious emotion of shame?
3- Which negative aspects of attribution-styles can be explained regarding selfconscious emotion of guilt?
4- Which positive aspects of attribution-styles can be explained regarding selfconscious emotion of guilt?
Method The participations were 565 students of elementary school, students of the fourth, fifth and sixth grades of Galedar (284 girls and 281 boys) who were selected by multistage cluster sampling. They were asked to complete TOSCA-C and CASQ– R scales, respectively. The validity and reliability of these scales were attested. The data were analyzed using stepwise regression technique.
Results The results showed that dimensions of internal, stable and global negative attribution style directly and dimension of stable positive attribution style indirectly can predict the shame. Furthermore, dimensions of stable and global negative style indirectly and dimension of stable positive style directly can predict the guilt.
Discussion The results showed that the three dimensions of negative stable, negative internal and negative overall can change the shame’s explanation. These findings are consistent with the theoretical concepts provided by Lewis (1992) about a shame. The results showed that positive stable dimension changes can be reversed the shame’s prediction. To explain these findings it can be said that negative stable dimension causes shame (Tracy & Robins, 2004) but the positive stable dimension includes individual success in future situations. With this interpretation the reverse relationship between positive stable and shame can be explained. On the role of negative attribution style in guilt, the results showed that two dimensions of negative stable and negative overall are negatively explaining the variance of guilt. In expressing the negative role the negative stable dimension has for guilt it should be noted that for guilt, the attribution of failures, is more temporary (Buss, 1980). But in the negative stable, causes of failure are attributable to factors that remain constant over time. The relationship between the three dimensions of positive attribution style and emotion guilt, the results showed that positive stable can directly modify the guilt’s prediction. The study recommended practical suggestions to parents and teachers in the light of conclusions for the students’ education.

This study aimed to study the effectiveness of study skills training on the academic performance of students with moderating role of attribution style .The study population included all male students in the first year of high school education in three areas in Kermanshah (4350 people) selected through cluster sampling. 36 students were selected as sample group following the entrance and exit criteria and the survey questionnaire (document style Seligman, 1982) was distributed to these people. Then, the sample members, according to the results of the questionnaire and the average in both control and experimental groups were displaced randomly. The results showed that there are significant differences between pre-test and post-test (001/0> P), and this means that teaching study skills have had significant effect on academic performance of students in the sample. It can be concluded that the positive attribution style and academic performance can increase reading skills. So it is likely that the relationship between study skills and academic performance is mediated by the style of attribution.