The Effectiveness of Attributional Retraining on Learned Helplessness and Attributional Styles in Students with Law Academic Achievement

In today's world helplessness and attributional styles because of their effects on psychological well-being and physical health, are very important. When looking for the best teaching method for students, it is important to consider the role that the intellectual factor plays in the learning process. The purpose of this study was to investigate the effectiveness of the attributional retraining program on learned helplessness and attributional styles in students with low academic achievement. In this quasi-experimental study, posttest-only design with nonequivalent comparison groups, was used. 32 junior high school students with low academic achievement in the Karaj city were selected by convenience sampling method and randomly replaced in two experimental and control groups. The attributional retraining program was taught for experiment group in 9 sessions of 60 minutes for about five times weeks and times a week. After this program, both groups answered to the learned helplessness scale (Quinless & Nelson, 1988) and attributional styles questionnaire (Peterson et al, 1982). Data were analyzed by using multivariate analysis of variance. finding revealed that attributional retraining teaching program cause to significant decrease learned helplessness and pessimistic attributional style. Also, the experimental group had a significant increase in optimistic attribution style compared with the control group. it seems that cause to maximize the benefits of effective teaching by reducing learned helplessness and improving attributional styles for students with low academic achievement in classroom tests and final exams.