Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/14898
Title: Future Direction of Attribution Retraining for Students with Learning Difficulties: A Review
Contributor(s): Koles, Jemima Ellen (author); Boyle, Chris  (author)
Publication Date: 2013
Handle Link: https://hdl.handle.net/1959.11/14898
Abstract: Is it possible to improve an individual's ability without any direct practise of the topic? Examining the way in which students think about learning and what motivates them to engage in learning material is a fundamental step in the learning process. Consideration has to be given to the effect that low self-esteem can have on the motivation and interest of a child to learn (e.g., Moriarty, Douglas, Punch, and Hattie, 1995). Once a student encounters difficulties in a particular subject area they appear to disengage with academic material on that topic (Kunnen and Steenbeek, 1999). If a student holds the belief that they do not have the capability to achieve in a task, and this belief is continually reinforced by frequent failures, then it is to be expected that the student will reduce the amount of effort they apply to that topic and will reallocate it to a task where positive gains are observed. For example, if a student with reading difficulties concludes that their ability is the main reason limiting their progress in reading, it is likely that they will disengage when reading is the area of study. This is a mechanism to protect their self-esteem, and they will most likely re-direct their focus to an area which does not threaten their self-esteem, such as social interaction. This chapter provides a timely review of the literature on cognitive behavioural approaches and how this can affect students' attributions for success and failure in learning.
Publication Type: Book Chapter
Source of Publication: Student Learning: Improving Practice, p. 13-29
Publisher: Nova Science Publishers
Place of Publication: New York, United States of America
ISBN: 9781626188877
Field of Research (FOR): 130312 Special Education and Disability
130313 Teacher Education and Professional Development of Educators
170103 Educational Psychology
Socio-Economic Objective (SEO): 930102 Learner and Learning Processes
930101 Learner and Learning Achievement
930202 Teacher and Instructor Development
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://trove.nla.gov.au/version/197628498
Series Name: Education in a Competitive and Globalizing World
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Appears in Collections:Book Chapter

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