ENHANCING MOTIVATION THROUGH ATTRIBUTIONAL RETRAINING

After a cursory review of the theoretical background of attributional retraining and the techniques usually applied, a study was described w hich put attributional retraining to the test. This attributional retr aining was specifically designed to be applied in the classroom, here it was implemented within the framework of 8th grade physics instructi on at the German Gymnasium (grammar school). The two most important ch aracteristics of this attributional retraining, which intends to addre ss those students with unfavorable attribution styles, are the employm ent of two forms of commentary (verbal and written) and the engagement of teachers as trainers. The collective training effects offer a posi tive resume of the study. Students in the treatment group attributed s cholastic successes and failures more favorably than those in the cont rol group, perceived higher levels of control and demonstrated higher motivational levels and more topical interest. Furthermore, they perfo rmed better on physics achievement tests and received better grades.