SEX DIFFERENCES IN LEARNED HELPLESSNESS

关于学习敏感性的个体差异的先前研究 学龄儿童的无助感表明， 失败往往导致女孩随后的成绩受损，但 男孩--这些反应可能会产生相当负面的，甚至可能是长期的， 对成就水平的影响。 拟议的研究方向旨在 研究女孩对失败的适应不良反应的潜在原因 situations. 第一项研究提出了一个假设，即女孩 比男孩更有可能发展一种外在的动机取向， (i.e.,主要是为了取悦老师和/或 避免批评），这反过来又会使他们非常容易受到 成就中失败反馈后的无助缺陷 设置. 建议进行两项额外的研究， 可能是外在动机取向发展的基础， 姑娘们 一项研究调查了教育者是否使用更多的控制 第二项研究探讨了女孩是否 女孩比男孩更有可能解释和回应反馈 在成就设置中提供控制，即使教师不 对两性采取不同的策略。

Previous research on individual differences in susceptibility to learned helplessness in school age children demonstrates that feedback about failure often leads to subsequent impaired performance for girls but not boys--responses that may have quite negative and perhaps even long-lasting effects on achievement level. The proposed line of research seeks to examine potential causes of girls' maladaptive responses to failure situations. First study proposed examines the hypothesis that girls are more likely than boys to develop an extrinsic motivational orientation (i.e., performing assignments primarily to please the teacher and/or to avoid criticism) which, in turn, should make them highly susceptible to helplessness deficits following failure feedback in an achievement setting. Two additional studies are proposed to examine processes which may underlie the development of an extrinsic motivational orientation in girls. One study investigates whether educators use more controlling strategies with girls as opposed to boys; a second study examines whether girls are more likely than boys to interpret and respond to feedback provided in an achievement setting as controlling, even if teachers do not employ different strategies with the two sexes.