caa a22 4500 477122000 CHVBK 20180405111639.0 cr unu---uuuuu 170330e19960601xx s 000 0 eng 10.1007/BF02334731 doi (NATIONALLICENCE)springer-10.1007/BF02334731 Attributional style, attributional retraining, and inoculation against motivational deficits [Elektronische Daten] [C. Struthers, Raymond Perry] College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk. Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time. Findings are discussed within Weiner's (1985, 1986) attribution theory. Kluwer Academic Publishers, 1996 Struthers C. Department of Psychology, The University of California Los Angeles, Franz Hall, 405 Hilgard Ave., 90024-1563, Los Angeles, CA, U.S.A. aut Perry Raymond University of Manitoba, Manitoba, USA aut Social Psychology of Education Kluwer Academic Publishers 1/2(1996-06-01), 171-187 1381-2890 1:2<171 1996 1 11218 https://doi.org/10.1007/BF02334731 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF02334731 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Struthers C. Department of Psychology, The University of California Los Angeles, Franz Hall, 405 Hilgard Ave., 90024-1563, Los Angeles, CA, U.S.A aut NATIONALLICENCE 700 1- Perry Raymond University of Manitoba, Manitoba, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Kluwer Academic Publishers 1/2(1996-06-01), 171-187 1381-2890 1:2<171 1996 1 11218 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer