Comparing the effect of cognitive restructuring training and self-regulated learning on students' attributional styles

The purpose of this study was to compare the effect of cognitive restructuring training and self-regulated learning strategies on the students' attributional styles. It was a quasi-experimental study with a pre-test post-test control group design. The statistical population included the second cycle high school male students of Bojnord city in the academic year 2022, 45 of them were selected by purposive sampling and they were randomly divided into three equal groups. The research tool was Seligman et al. (1982)'s Attributional Styles Questionnaire. The experimental groups were given 8 sessions of cognitive restructuring training and self- regulated learning strategies, and the control group received no training. Data were analyzed by Repeated Measures Analysis of Variance and Ben Feroni post hoc test. The results indicated the effectiveness of both cognitive restructuring methods and self- regulated learning strategies on attributional styles (P<0.001), in such a way that both approaches led to a decrease in the negative attributions and an increase in the positive attributions in students. And the effectiveness of cognitive restructuring training both in the post-test and in the follow-up period was more than self- regulated learning strategies training (P<0.05). Accordingly, these two methods can be used to improve the attributional styles of students at schools.