A Metacognitive-Attributional Approach to Tutoring Student-Athletes: Putting Theory into Practice at UNLV

dc.citation.issn	0897-165X
dc.citation.issue	Fall/2
dc.citation.jtitle	The National Advisor
dc.citation.volume	0
dc.contributor.author	Elrod, G. Franklin
dc.date.accessioned	2023-04-21T14:41:17Z
dc.date.available	2023-04-21T14:41:17Z
dc.date.issued	1985
dc.date.published	1985
dc.description.abstract	The following article offers a psycho-educational approach to tutoring high risk collegiate student-athletes. A four component approach is detailed. The four components are: 1) a metacognitive reading process, 2) a relationship of this process to athletics, 3) an attributional component to assist in motivation, and 4) a cognitive problem solving component that can be used on a personal computer. When appropriate, the various components are supported by relevant research. A discussion section summarizes the application of each component and suggests areas where further research is needed.
dc.identifier.uri	https://hdl.handle.net/2097/43092
dc.rights	This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/
dc.subject	academic support
dc.subject	basketball
dc.subject	Division I
dc.subject	skills
dc.title	A Metacognitive-Attributional Approach to Tutoring Student-Athletes: Putting Theory into Practice at UNLV
dc.type	Text

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