The effects of attributional retraining on math problem solving performance of boy students with math disability

The purpose of this study was to investigate the effects of attributional retraining on math problem solving performance of students with math disability. The study was quasi-experimental using a pre-test-posttest design with control group. The subjects were 20 4th-grade students from TabrizCity in the academic year 1387/88 (2008/09) who were randomly selected via multi-stage cluster sampling and randomly placed in two experimental and control groups. The experimental group received an eight 45-minutes sessions attributional retraining whereas the control group continued with a conventional instruction. The results of covariance analysis showed that the experimental group had a significantly better performance than the control group (a=.01).