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The current study intended to examine the effectiveness of group attributional retraining on achievement motivation and attributional style of children specific learning disabilities in Tehran.This study utilized a quasi-experimental design with pretest-posttest and control group. Using purposive and convenience sampling method, 30 individuals (18 male and 12 female) and(age=8-12) were selected from all students with learning disabilities in Tehran (2015-2016), and they were equally assigned into two groups (experimental and control). The experimental group received group attributional retraining for 11 sessions of 45 minutes in six weeks while the control group only received the regular education in learning disabilities centers. Before and after the intervention, Children Attributional Style Questionnaire, and Hermans Achievement Motivation Questionnaire were administered for both groups. The data were analyzed through multivariate analysis of covariance. Attributional retraining resulted in a significant increase achievement motivation and improved optimistic attributional style and reduced pessimistic attributional style in students with learning disabilities in experimental group. According to the findings, one may conclude that attributional retraining may increase achievement motivation and improved optimistic attributional style and reduced pessimistic attributional style in students with specific learning disabilities.

The present paper aims at comparing the attributional style and resilience in students with visual or motor disabilities and normal students. In this applied and field research, the statistical population includes all normal and disabled students aged between 15 and 19 years old in Sari and Qaemshahr Cities. 120 students (60 students with visual and motor disability and 60 normal students) from the school of Sari and Qaemshahr cities participated in the study. All participants were asked to complete the attributional style questionnaire (ASQ) and (CD-RTS9) resilience questionnaire. Analysis of the data involved both descriptive and inferential statistics including means, standard deviation, multivariate analysis of variance, correlation coefficient and multivariate regression. The result of analysis of variance show that there is a significant difference between students with (visual and motor) disabilities and normal students in components of unpleasant internal-external attribution, unpleasant temporary-stable attribution, geneal-specific attribution and resilience. This indicates a more pessimistic attributional style in the first group. There is a positive correlation between attributional style and resiliency. The regression analysis shows that the components of attributional style can predict the resiliency (p

Background and purpose: Identifying the students' attributional style and helping them to be responsible and have a proper view is of critical importance which can lead them to achieve greater success and creativity. Considering its significant role in being an active or a passive, and demotivated person, the present study was conducted in order to determine the attributional style of the students studying in Mazandaran University of Medical Sciences. Materials and methods: This is a descriptive study conducted in Mazandaran University of Medical Sciences in 2008-2009 with the population of 2582 students on 343 male and 428 female randomly selected students. The data were collected using the Attributional Style Questionnaire. This is a descriptive study conducted in Mazandaran University of Medical Sciences in 2008-2009 on 343 male and 428 female randomly selected students among a population of 2582 students. Results: The obtained data showed that 43.9% of the participants had internal, while 56.1% of them demonstrated external attributional style. Among the female participants, 42.3% used internal and the rest (57.7%) employed external attributional style, similarly, 45.8% of the male participants preferred internal and 54.2% of them tend to use external attributional style. Conclusion: According to the results, the dominant attributional style of the participants is the external style which has a negative impact on their motivation, effort, and academic achievement which then, may negatively influence their success. Thus, it seems necessary to train them the coping strategies in order to reduce their external attributional style. [ABSTRACT FROM AUTHOR]