Attributional retraining: boosting the academic persistence and performance of first-generation college students with low academic control
| dc.contributor.author | Dryden, Robert P. | |
| dc.contributor.examiningcommittee | Chipperfield, Judith G. (Psychology) | en_US |
| dc.contributor.examiningcommittee | Clifton, Rodney A. (Education) | en_US |
| dc.contributor.supervisor | Perry, Raymond P. (Psychology) | en_US |
| dc.date.accessioned | 2019-12-17T19:27:10Z | |
| dc.date.available | 2019-12-17T19:27:10Z | |
| dc.date.issued | 2019 | en_US |
| dc.date.submitted | 2019-12-17T18:04:15Z | en |
| dc.degree.discipline | Psychology | en_US |
| dc.degree.level | Master of Arts (M.A.) | en_US |
| dc.description.abstract | First-generation (1st-gen) college students face unique obstacles that threaten to erode their academic motivation and success during the school-to-college transition (Stebleton & Soria, 2012). Attribution-based motivation treatments can improve achievement for failure-prone college students (Perry & Hamm, 2017), yet their efficacy for students with socioeconomic academic risk factors remains unexamined. The present longitudinal, pre-post, randomized treatment field study administered attributional retraining (AR) to 1st-gen and second-generation (2nd-gen) college students in an online two-semester introductory course who differed in academic control beliefs (low, high). 1st-gen, low control AR recipients outperformed their no-AR peers by a full letter grade (B vs. C+), and were 48% less likely to drop out of the course. Conditional process analyses revealed that AR-achievement linkages were mediated by causal attributions and perceived control in a hypothesized causal sequence. Results further the literature by demonstrating that AR can boost the achievement of at-risk 1st-gen students indirectly via motivation-related variables specified within Weiner’s (1985, 2014, 2018) attribution theory. | en_US |
| dc.description.note | February 2020 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/34412 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | First-generation College Students | en_US |
| dc.subject | Attributional Retraining | en_US |
| dc.subject | Academic Control | en_US |
| dc.subject | Motivation | en_US |
| dc.subject | Intervention Study | en_US |
| dc.title | Attributional retraining: boosting the academic persistence and performance of first-generation college students with low academic control | en_US |
| dc.type | master thesis | en_US |