The effectiveness of attributive retraining on intelligence beliefs and academic achievement in high school failed students

The purpose of this study was to investigate the effectiveness of Attributive Retraining on intelligence beliefs and academic achievement. To do so, 28 girls of first grade high school who have failed at least at one course in school year of 2012-2013 were selected through simple random sampling and were randomly assigned to experimental and control groups. Experimental group received 10-sessions Attributive Retraining Intervention, while the control group received no intervention. All participants answered the Intelligence Beliefs Questionnaire before and after intervention. Mean of student's failed scores and mean score of the same courses at Shahrivar were considered as pre-test and post-test scores of academic achievement. Data analysis showed that mean of academic achievement, incremental intelligence beliefs and effort beliefs scores of students in experimental group were significantly higher than control group. No significant difference has been found between experimental and control groups in entity beliefs, but paired sample T-test showed that in experimental group mean of pre-test scores significantly differ from mean of post-test scores. In control group, this comparison wasn’t significant.