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Jindal, Pratibha
- Re-attributional Pathway: A Self-efficacy Perspective
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Authors
Affiliations
1 Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, IN
2 Former Dean Social Sciences & Head Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University Talwandi Sabo, Punjab, IN
1 Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, IN
2 Former Dean Social Sciences & Head Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University Talwandi Sabo, Punjab, IN
Source
Indian Journal of Positive Psychology, Vol 13, No 1 (2022), Pagination: 61-64Abstract
The present research aimed to study the effect of re-attributional training on self-efficacy and its sub-dimensions namely academic, social and emotional self-efficacy. A sample of 60 female students with low efficacy beliefs between the age group of 14-17 years was selected randomly from various educational institutions of Chandigarh. An experimental-control design was used. An anagram task was manipulated to improve the self-efficacy of the students. Low efficacious students were subjected to positive outcome feedback for their performance on the task. After the training phase, the participants were assessed on a self-efficacy questionnaire for children (Muris, 2001) for measuring their altered self-efficacy. One-way ANOVA was used to analyze the data. The analysis indicated that re-attributional training played a significant role in raising self-efficacy and its sub-dimensions. The practical guidelines and future research recommendations will be discussed.Keywords
adolescent, self-efficacy, re-attributional training
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