Assisting students in debt to overcome academic setbacks with a cognitive-reframing motivation intervention

• Autores: Robert Ryden, Aidan V. Campbell, Raymond P. Perry, Jeremy M. Hamm, Judith G. Chipperfield, Patti C. Parker, Launa Leboe McGowan
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 115, Nº. 1, 2023, págs. 55-72
• Idioma: inglés
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• Resumen

  • Novel and unpredictable learning environments are a feature of school-to-college transitions that erode students’ academic control, emotional resilience, and achievement (Perry, Hall, & Ruthig, 2005). Although motivation interventions can benefit college students (Koenka, 2020), few studies have examined treatment efficacy for students of varying socioeconomic backgrounds. This randomized treatment-control study assessed whether a cognitive-reframing intervention (attributional retraining [AR]) improved cognitive, affective, and performance outcomes of students with debt in a two-semester, online course. For in-debt students, AR (vs. no-AR) fostered cognitive reframing of achievement setbacks to increase academic control, adaptive emotions, posttreatment performance, and final course grades. Changes in maladaptive causal attributions mediated AR-grades efficacy in a path sequence specified by Weiner’s (1985, 2014, 2018) attribution theory. Findings advance motivation intervention research by showing AR boosts achievement for students with debt, mediated by theory-derived cognitive and affective processes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)