Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Learning Sciences and Human Development

Committee Chair

Richard T. Walls.


This study examined the effects of attribution training (an intervention designed to increase motivation and achievement) on undergraduate students' effort and performance. The sample consisted of 93 undergraduate, freshman students enrolled in a study strategies course during the fall semester. The attribution training was varied for each student by attribution training mode (live, video, or control), time of semester (beginning or end), and gender of script reader (male or female). Other independent variables examined included gender of the participant (male or female) and ACT and SAT scores (low versus high). Change Scores (post minus pre) served as dependent variables for both GRE practice score and homework completion rate. Results indicated that attribution training increased homework completion rate when training was carried out via the live video mode of attribution training. Students also increased homework completion rate at the beginning as opposed to the end of the semester. Students did better on GRE practice scores when attribution training was carried out by a male as compared to a female presenter. This research will help guide future researchers interested in examining the effectiveness of various modes of attribution training.