The role of affective and cognitive factors in learning have long been recognised as imperative determinants of the learning process. Maladaptive styles with which we perceive and explain accomplishments and failures in achievement outcomes have an important motivational impact upon approach and avoidance behaviours towards academic tasks. Interventions to change these maladaptive styles are well established, although they stand to gain via addition of cognitive behavioural therapy components. A pilot study attribution retraining intervention was implemented with eight secondary school students, and their results on academic performance, self-concept, and attributional styles were compared to a control group. With significant gains in some specific academic domains, the attributional retraining program is being substantiated for effective use within secondary schools. Implications suggest that this could be an effective tool to retrain students’ attributions, with some gains, as the reattribution technique is revisited and reinvigorated.

中文翻译：

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使用 CBT 重新训练归因的干预措施：一项试点研究

长期以来，情感和认知因素在学习中的作用被认为是学习过程的重要决定因素。我们感知和解释成就结果中的成就和失败的适应不良风格对学习任务的方法和回避行为具有重要的动机影响。改变这些适应不良风格的干预措施已经确立，尽管它们可以通过添加认知行为疗法成分而获益。对 8 名中学生实施了一项试点研究归因再培训干预，并将他们在学业成绩、自我概念和归因风格方面的结果与对照组进行了比较。随着在某些特定学术领域的显着进步，归因再培训方案正在得到证实，以便在中学内有效使用。暗示表明，这可能是重新训练学生归因的有效工具，并随着重新归因技术的重新审视和重振而取得一些收获。