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The Effects of Computer-Based Attribution Retraining on the Attributions, Persistence, and Mathematics Computation of Students with Learning Disabilities

Cynthia M. Okolo received her PhD in special education from Indiana University. She is an assistant professor of educational studies at the University of Delaware. Her research interests include the impact of technology-based instruction on students' academic achievement and motivation. Address: Cynthia M. Okolo, University of Delaware, Department of Educational Studies, Newark, DE 19716.

The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous.

Journal of Learning Disabilities, Vol. 25, No. 5, 327-334 (1992)
DOI: 10.1177/002221949202500507


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