AN ANALYSIS OF LEARNED HELPLESSNESS .2. THE PROCESSING OF SUCCESS
AN ANALYSIS OF LEARNED HELPLESSNESS .2. THE PROCESSING OF SUCCESS
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DOI：
10.1037/0022-3514.39.5.940
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发表时间：
1980-01-01
影响因子：
7.6
通讯作者：
DWECK, CS
中科院分区：
文献类型：
--
作者：
DIENER, CI;DWECK, CS
继续作者（见记录1979-13073-001）的习得性无助的研究。先前的研究结果表明，无助的孩子把他们的失败归因于缺乏能力，并认为他们是不可克服的。相反，掌握导向的孩子倾向于强调动机因素，并认为失败是可以克服的。虽然这两组人在成功过程中或失败之前的表现通常是相同的，但研究表明，这两组人在他们认为自己的成功是可以复制的和失败是可以避免的程度上可能存在很大差异。在本研究中，56名男性和56名女性4 - 6年级的学生进行了一项任务，他们遇到了成功，然后失败。56名被试在成功后和失败后被问到一系列关于他们表现的问题。与掌握型学生相比，无助型学生低估了成功的次数（高估了失败的次数），不认为成功是能力的体现，也不期望成功会持续下去。随后的失败导致他们贬低自己的表现，但让掌握为导向的S无所畏惧。因此，对于无助的孩子来说，成功不那么显著，不那么具有预测性，也不那么令人兴奋--不那么成功。(19参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
Continues the authors'(see record 1979-13073-001) study of learned helplessness. Previous findings indicate that helpless children attributed their failure to lack of ability and viewed them as insurmountable. Mastery-oriented children, in contrast, tended to emphasize motivational factors and to view failure as surmountable. Although the performance of the 2 groups was usually identical during success or prior to failure, research suggested that these groups may well differ in the degree to which they perceived that their successes are replicable and their failures are avoidable. In the present study, 56 male and 56 female 4th–6th graders performed a task on which they encountered success and then failure. 56 Ss were asked a series of questions about their performance after success and 56 after failure. Compared to mastery-oriented Ss, helpless Ss underestimated the number of successes (and overestimated the number of failures), did not view successes as indicative of ability, and did not expect the successes to continue. Subsequent failure led them to devalue their performance but left the mastery-oriented Ss undaunted. Thus, for helpless children, successes are less salient, less predictive, and less enduring—less successful.(19 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)