Literaturnachweis - Detailanzeige
| Autor/inn/en | Dryden, Robert P.; Campbell, Aidan V.; Perry, Raymond P.; Hamm, Jeremy M.; Chipperfield, Judith G.; Parker, Patti C.; Leboe-McGowan, Launa |
|---|---|
| Titel | Assisting Students in Debt to Overcome Academic Setbacks with a Cognitive-Reframing Motivation Intervention |
| Quelle | In: Journal of Educational Psychology, 115 (2023) 1, S.55-72 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Dryden, Robert P.) ORCID (Campbell, Aidan V.) ORCID (Leboe-McGowan, Launa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000770 |
| Schlagwörter | College Students; Debt (Financial); Academic Achievement; Student Motivation; Intervention; Cognitive Restructuring; Behavior Modification; Affective Behavior; Student Behavior; Cognitive Processes; Achievement Gap |
| Abstract | Novel and unpredictable learning environments are a feature of school-to-college transitions that erode students' academic control, emotional resilience, and achievement (Perry, Hall, & Ruthig, 2005). Although motivation interventions can benefit college students (Koenka, 2020), few studies have examined treatment efficacy for students of varying socioeconomic backgrounds. This randomized treatment-control study assessed whether a cognitive-reframing intervention (attributional retraining [AR]) improved cognitive, affective, and performance outcomes of students with debt in a two-semester, online course. For in-debt students, AR (vs. no-AR) fostered cognitive reframing of achievement setbacks to increase academic control, adaptive emotions, post-treatment performance, and final course grades. Changes in maladaptive causal attributions mediated AR-grades efficacy in a path sequence specified by Weiner's (1985, 2014, 2018) attribution theory. Findings advance motivation intervention research by showing AR boosts achievement for students with debt, mediated by theory-derived cognitive and affective processes. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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