SEX DIFFERENCES IN LEARNED HELPLESSNESS

先前关于学习易感性个体差异的研究 学龄儿童的无助表明，关于 失败常常会导致女孩随后的表现受损，但不会 男孩——反应可能非常消极，甚至可能是持久的 对成就水平的影响。 拟议的研究方向旨在 检查女孩对失败的适应不良反应的潜在原因 情况。 提出的第一项研究检验了女孩的假设 比男孩更有可能形成外在动机取向 （即，完成作业主要是为了取悦老师和/或 避免批评），这反过来又会使他们极易受到批评 成就失败反馈后的无助缺陷 设置。 建议进行另外两项研究来检验以下过程： 可能是外在动机取向发展的基础 女孩们。 一项研究调查了教育工作者是否使用更多的控制手段 针对女孩而非男孩的策略；第二项研究检验是否 女孩比男孩更有可能解释和回应反馈 在成绩设置中提供控制，即使教师不这样做 对两种性别采取不同的策略。

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.