Effects of an Attribution Retraining with Female Students Gifted in Physics

Girls and women who are highly talented in physics rarely utilize their talent potential in this area. Despite the immense attention recently accorded this problem, no convincing intervention concepts capable of dismantling this dissatisfying situation have been presented. In this study, an attribution retraining program will be proposed as a way to help female students. Attribution retraining programs have proved their worth in clinical settings, although their implementation in natural settings is, for various reasons, quite difficult. Initially, the theoretical foundations of a training program will be presented and then be tested on female students who display a talent for physics. The training was conducted with 164 such students who were in the 8th grade and attending physics courses for the first time. The training significantly improved performances in physics. In addition, it had favorable effects on the motivation sets and self-related cognitions of the girls in the training program.