Using attribution retraining and CBT techniques to foster positive learning skills

Abstract

This research considered an intervention using attribution retraining (AR) techniques to promote positive learning. A total of 50 Grade 5 & 6 students participated. The AR program educated students on the importance of positive thinking, encouraged adaptive attribution beliefs and taught coping skills. Students in the AR group showed significantly greater levels of reading improvement than their control group peers. Small gains in spelling achievement and academic self-esteem were observed, however they did not reach significance. The research supports the view that attribution retraining programs can play a useful role in improving students learning experiences in primary school.