Instrucción en estrategias y entrenamiento atribucionalefectos sobre la resolución de problemas y el autoconcepto de los estudiantes con dificultades en el aprendizaje

Abstract

This study investigates the efficiency of attributional retraining associated to a programme aimed at teaching problem-solving strategies to students with learning disabilities (LD). The instruction programme included two versions: (a) instruction in strategies by means of self-instruction plus attributional retraining, and (b) instruction in strategies by means of self-instruction. Forty-one children with LD were randomly divided into four groups: two treatment groups, a placebo control group, and a no-treatment control group. The effects were evaluated at three moments (pretest, post-treatment, and follow-up) through parents� and teachers� rating scales, performance tests in mathematical problemsolving, and self-reports on attributions and self-concept. Results indicated that children in the two experimental groups following the strategy instruction programme obtained higher test scores on all measures, but improvements, specially in the follow-up phase, were greater for the group that also received attributional retraining.