The Effect of Teaching Study Skills on Academic Performance with the Moderating Role of Attribution in High School Students in Kermanshah

Document Type : Original Article

Authors

1 Member of the faculty of psychology, Razi University,IRAN.

2 Faculty Member of the Psychology Department of Razi University, IRAN.

3 Master Science of Psychology, Razi University, IRAN.

Abstract

This study aimed to study the effectiveness of study skills training on the academic performance of students with moderating role of attribution style .The study population included all male students in the first year of high school education in three areas in Kermanshah (4350 people) selected through cluster sampling. 36 students were selected as sample group following the entrance and exit criteria and the survey questionnaire (document style Seligman, 1982) was distributed to these people. Then, the sample members, according to the results of the questionnaire and the average in both control and experimental groups were displaced randomly. The results showed that there are significant differences between pre-test and post-test (001/0> P), and this means that teaching study skills have had significant effect on academic performance of students in the sample. It can be concluded that the positive attribution style and academic performance can increase reading skills. So it is likely that the relationship between study skills and academic performance is mediated by the style of attribution.

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