An investigation of academic performance of college science students through attributional retraining

This quasi-experimental study in a naturalistic classroom setting was conducted with the intent of retraining student's failure attributions of ability in order to show a positive effect on academic achievement over time. Subjects in the study were two-year college students enrolled in an introductory Anatomy & Physiology course. The class instructor/researcher presented information on attributional belief and retraining using a variety of methods. Treatment also consisted of instruction on goal setting and self-efficacy and how they enhance motivation and self-regulated learning.; The effect of the retraining was studied throughout one academic semester. Variables included attributional belief pre- and post-retraining using Lefcourt's (1981) Multidimensional Multiattributional Causality Scale (MMCS) as well as student classroom exam scores. A 2 x 2 factorial repeated measures ANOVA with two grouping factors (locus and treatment) was used to analyze data regarding retraining effectiveness. MANOVA and multiple regression analysis were also used to examine change in attributional locus of control. An attributional antecedent questionnaire was a source of demographic data while a student log-keeping activity provided a qualitative measure of student study habits and perceptions regarding course work during the semester.; No correlation was found between attributional belief and locus of control. The control class contained older students who tended to be more educated and performed better academically. Age and prior education influenced achievement and attributional locus. While exam scores did change throughout the course of the semester, there was no significant difference between the scores of the control group versus the experimental group. Retraining did not significantly alter students' attributional beliefs although there was a slight shift from external to internal locus of control in both classes regardless of who received retraining. External loci students performed better overall than did the internal students.; Future attributional retraining studies should address the effect of antecedent variables on attributional belief and academic performance prior to administering treatment. Log keeping, as a qualitative augmentative tool to existing retraining techniques would be useful. While longitudinal studies are helpful, testing might be more beneficial when done mid-semester in addition to the end of the semesters.