Irrational beliefs that can lead to academic failure for African American middle school students who are academically at-risk

1996 ◽  
Vol 14 (2) ◽  
pp. 123-134 ◽  
Author(s):  
Marty Sapp
Keyword(s):  
Middle School ◽  
At Risk ◽  
African American ◽  
Middle School Students ◽  
Irrational Beliefs ◽  
Academic Failure ◽  
School Students ◽  
Academically At Risk

Career-Related Success Learning Experiences of Academically At-Risk, Urban Middle School Students

2008 ◽  
Author(s):  
Margo A. Jackson ◽  
Claudia Perolini ◽  
Carl Fengler ◽  
Daphne McCampbell ◽  
Allison B. Ventura ◽  
...  
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Learning Experiences ◽  
School Students ◽  
Urban Middle School ◽  
Urban Middle School Students ◽  
Academically At Risk

Career-Related Success Learning Experiences of Academically At-Risk Urban Middle School Students

2009 ◽  
Author(s):  
Margo A. Jackson ◽  
Claudia M. Perolini ◽  
Aisha M. B. Holder ◽  
Jaya T. Mathew ◽  
Alexander W. Fietzer ◽  
...  
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Learning Experiences ◽  
School Students ◽  
Urban Middle School ◽  
Urban Middle School Students ◽  
Academically At Risk

scholarly journals Modifying Harmful Beliefs About Academic Setbacks: An Attribution Retraining Intervention for African-American Middle School Students at Risk for Academic Failure

2020 ◽  
Vol 4 (3) ◽  
pp. 30
Author(s):  
Erin N. Cue ◽  
April Z. Taylor
Keyword(s):  
Middle School ◽  
African American ◽  
Middle School Students ◽  
Attribution Theory ◽  
Academic Outcomes ◽  
African American Youth ◽  
Academic Failure ◽  
Control Group ◽  
School Students ◽  
Attribution Retraining

Ongoing reports of the achievement gap suggest the need for effective interventions that can increase motivation and academic outcomes for African-American youth. This study describes a 3-week evidence-based attribution retraining intervention designed to alter harmful beliefs associated with academic failure among African-American middle school students. Guided by attribution theory, the lessons in the intervention were designed to help students modify maladaptive attributions for academic failure and understand that positive academic outcomes could be obtained through increased preparation and effort. Participants included 64 6th graders identified as low achieving who were randomly assigned to either a treatment or wait-list control group. Results showed significant increases in adaptive attributions and decreases in maladaptive attributions for the treatment group compared to the control group. Implications for policy and practice are discussed.

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