Abstract
In this article we demonstrate how to improve students' learning motivation by means of an attributional dialogue between teachers and students. The change in motivation is reflected in students' learning to attribute their achievements to their own educational efforts and to the use of appropriate learning strategies. The article exemplifies this procedure with dialogue pages of a typically achieving learner and a student with learning disabilities.
Original language | English |
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Pages (from-to) | 88-95 |
Number of pages | 8 |
Journal | Intervention in School and Clinic |
Volume | 38 |
Issue number | 2 |
DOIs | |
State | Published - 1 Nov 2002 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Clinical Psychology