Long-term enhancement of academic self-concept and implicit ability theory through computer-based attributional feedback

Abstract

A computer-based attributional retraining is described, which was designed in order to enhance academic self-concept and implicit theories. Participants of the study were N = 140 7th grade students who worked on a mathematics learning software which generated attributional feedback. Three treatment conditions which differed in the sequence of attributional feedback after success and a placebo-condition were realized. Substantial and stable training effects concerning academic self-concept and implicit theories were mainly observed among the students whose success trials were first attributed to effort and thereafter to ability. These training effects, in turn, mediated positive changes in control perceptions and helplessness. A lagged training effect was evident for scholastic achievement.