Maladaptive achievement patterns: a test of a diathesis-stress analysis of helplessness.
Maladaptive achievement patterns: a test of a diathesis-stress analysis of helplessness.
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适应不良的成就模式：无助素质压力分析的测试。
DOI：
10.1037//0022-3514.74.6.1681
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发表时间：
1998
影响因子：
7.6
通讯作者：
Boggiano,AK
中科院分区：
文献类型：
--
作者：
Boggiano,AK
本研究测试的假设，来自一个素质压力模型，即学生的感知能力，支持在他们的课堂上产生一个相对内在的，而不是外在的动机的方法来完成学业任务，这种方法，反过来，预测质的不同的反应不可控的事件。研究进一步假设，学生的动机取向比归因风格或对能力的看法更可靠地预测成就模式，包括失败后的表现水平，适应性归因的使用和总体成就分数。结果支持这些预测，并进一步表明，在纵向分析中，动机取向可能有助于形成的能力和归因风格的看法，在学生。（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
The present study tested the assumptions, derived from a diathesis–stress model, that students' perceptions of autonomy–support in their classroom produce a relatively intrinsic as opposed to extrinsic motivational approach to academic tasks and that this approach, in turn, predicts qualitatively different responses to uncontrollable events. It was further assumed that students' motivational orientation would be more reliable than attributional style or perceptions of competence in predicting achievement patterns, including performance level after failure, use of adaptive attributions, and overall achievement scores. Results supported these predictions and further demonstrated, in longitudinal analyses, that motivational orientation may contribute to the formation of perceptions of competence and attributional style in students.(PsycINFO Database Record (c) 2016 APA, all rights reserved)