Doctoral Dissertations

Lisa Manly

Date of Award

12-1993

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

Charles L. Thompson

Abstract

The purpose of this study was to compare the effects of attribution training and problem solving training on at-risk elementary school children. A total of 19 underachieving third graders participated in four treatment groups and a control group: attribution training, problem-solving training, attribution and problem-solving training, attention only, and no treatment. Grades, changes on goal attainment scales, student and teacher evaluations on modified goal attainment scales, and a Likert scale self-report were used to measure group and individual differences. Observations, self-reports, and comments provided information on mastery of content, school affiliation, and perceived empowerment. Non-parametric statistical results showed no significant differences between groups prior to, during, or following treatment. A high correlation between pretreatment grades and during treatment grades suggests little change due to treatment. On individualized goal attainment scales, nine of the seventeen subjects in treatment showed gains but only three increased their T-scores by more than five points. Teacher reports on a modified goal attainment scale and students self-reports on a modified goal attainment scale and a likert scale were positive. Students' comments suggested affirmative views about school, school affiliation (academic and social engagement), action-oriented attributions and problem-solving approaches, and a sense of personal empowerment.

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