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The remediation of children's helpless explanatory style and related unpopularity

The present study investigated the relationship between helpless explanatory style and children's social success with their peers. The effects of reattribution and success trainings on the remediation of helpless explanatory style and improvement of peer relations were also investigated. A total of 472 subjects from fourth and fifth grades were presented with the Children's Attribution Style Questionnaire and the Sociometric Test. Thirty unpopular and helpless subjects were selected and assigned to reattribution training, success training, and control conditions. Results indicated that a significant relationship existed between helpless explanatory style and unpopularity, and this relationship did not vary meaningfully as a function of grade or sex. Results of the training procedures indicated that subjects who received reattribution training demonstrated a significant improvement in explanatory style and sociometric status following treatment.