Patti C. Parker

TL;DR: In an eight-month quasi-experimental, randomized treatment field study, an attribution-based motivation treatment (Attributional Retraining: AR) was administered to student athletes and non-athletes who differed in perceived control beliefs (± 1 SD) in a two-semester, online course.

TL;DR: Results showed that the intervention increased the odds of 8-year graduation for students who were at risk of college dropout, highlighting the potential of theory-informed psychological interventions to increase persistence to graduation for at-risk students in STEM fields.

TL;DR: Pekrun et al. as discussed by the authors used attribution-based motivation treatments (attributional retraining: AR) for students with multiple-occurring risk factors in online learning environments.

TL;DR: For example, Heckhausen et al. as mentioned in this paper showed that a scalable and theory-based goal engagement treatment can assist college students with multiple academic risk factors in online learning environments.

TL;DR: In this article, an attribution-based motivation treatment (Attributional Retraining; AR) was administered to student athletes who differed in perceived stress to improve short and long-term academic performance.