Abstract: Based on the attributional theory, this study selected two groups of students from third grade primary school, second grade junior middle school and senior middle school. One was the experimental group, the other was the control group. The experiment was staged to pretest, pedagogy interference and posttest. Both groups had pretest, and posttest. The experimental group had attributional retaining at the stage of pedagogy interference, but not the control group. The findings showed f (1) attributional retraining can transfer the student's attributional tendency, expectation on future success and emotional reaction to positive direction; (2) attributional retraining can enhance the student's achievement motivation, (3) attributional retaining can enhance the student's persistency.

Key words: attributional retraining, expectation changes, emotional reaction, achievement motivation, persistent behavior