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IMPROVING PERFORMANCE OF FRESHMEN THROUGH ATTRIBUTIONAL TESTIMONIES FROM FELLOW STUDENTS

IMPROVING PERFORMANCE OF FRESHMEN THROUGH ATTRIBUTIONAL TESTIMONIES FROM FELLOW STUDENTS Summary. This study investigates the effectiveness of attributional techniques in a remedial programme at university aiming at improving the academic performance of students with learning difficulties. Subjects were 130 freshmen who had failed a mid‐term economics examination. Two experimental conditions were provided. Subjects in the first condition watched a videotape in which senior students related their learning difficulties at the beginning of the first year, the causes of these problems and how they had improved examination scores at the end of the year. Subjects in the second condition watched the same videotape and, additionally, followed an individual study skill training course. Control subjects received no treatment. Results showed that experimental subjects attained higher scores than control subjects at the next economics examination held after the training. This increase was further generalised over all examinations in the first year, where experimental subjects showed a higher marks average than control subjects. Improvements in performance were equally strong for subjects who had only watched the videotape and for those who had received additional skill training. No effects were found with regard to the number of students who eventually passed the freshmen year. The practical implications of this study for counselling programmes at university are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png British Journal of Educational Psychology Wiley

IMPROVING PERFORMANCE OF FRESHMEN THROUGH ATTRIBUTIONAL TESTIMONIES FROM FELLOW STUDENTS

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Publisher
Wiley
Copyright
1989 The British Psychological Society
ISSN
0007-0998
eISSN
2044-8279
DOI
10.1111/j.2044-8279.1989.tb03078.x
Publisher site
See Article on Publisher Site

Abstract

Summary. This study investigates the effectiveness of attributional techniques in a remedial programme at university aiming at improving the academic performance of students with learning difficulties. Subjects were 130 freshmen who had failed a mid‐term economics examination. Two experimental conditions were provided. Subjects in the first condition watched a videotape in which senior students related their learning difficulties at the beginning of the first year, the causes of these problems and how they had improved examination scores at the end of the year. Subjects in the second condition watched the same videotape and, additionally, followed an individual study skill training course. Control subjects received no treatment. Results showed that experimental subjects attained higher scores than control subjects at the next economics examination held after the training. This increase was further generalised over all examinations in the first year, where experimental subjects showed a higher marks average than control subjects. Improvements in performance were equally strong for subjects who had only watched the videotape and for those who had received additional skill training. No effects were found with regard to the number of students who eventually passed the freshmen year. The practical implications of this study for counselling programmes at university are discussed.

Journal

British Journal of Educational Psychology – Wiley

Published: Feb 1, 1989

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