HELPLESSNESS AND ATTRIBUTIONAL STYLE IN CHILDREN

儿童的无助和归因方式

• 批准号: 3378148
• 负责人: MARTIN E SELIGMAN
• 金额: $ 13.77万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 1985
• 资助国家: 美国
• 起止时间: 1985-07-01 至 1990-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3378148
• 关键词: academic achievement; attitude; attribution; behavior prediction; child (0-11); child psychology; depression; instinct; learned helplessness; longitudinal human study; mental disorder diagnosis; mother child interaction; personality tests; questionnaires; self concept; social support network

This is a basic research proposal concerning the process by which a cognitive factor--attributional style--produces emotional and achievement deficits in normal children following bad events. This is not a clinical study of disturbed persons, even though its findings would be important for the etiology of affective disorders. This project has four major goals: 1) to predict which children will show achievement problems in school work following bad events; 2) to predict which children will suffer depressive affect and behavior following bad events; 3) to investigate the causal relationships among attributional style, bad life events and social support on achievement and depressive deficits; and 4) to investigate how children acquire an insidious attributional style which in turn can undermine mental health. Toward these ends 400 children in the third grade of the Princeton, New Jersey, area elementary schools and their parents will participate in a four-year longitudinal study. At the outset of the study, the children and their parents will receive baseline assessments for attributional style, social support, recent life events, and various demographic variables. In addition, school achievement test scores, grades, teacher ratings and depressive affect will be assessed. Then, at twice-a-year intervals for each of the next four years the children will be reassessed on these same variables. Cross-sectional analyses from each assesement will be made, and longitudinal analyses using modern techniques of causal modeling will be performed on the predictive data. At the end of the study, we hope to be able to identify in advance which children will be most vulnerable to achievement and emotional problems when they encounter loss.

这是一项关于过程的基础研究提案 认知因素——归因风格——产生情感和成就 正常儿童在遭遇不良事件后会出现缺陷。 这不是临床 对精神错乱者的研究，尽管其结果对于 情感障碍的病因学。 该项目有四个主要目标：1）预测哪些孩子会展示 不良事件后学业成绩出现问题； 2）预测 哪些孩子会因不良行为而遭受抑郁情绪和行为 事件； 3）调查归因之间的因果关系 风格、不良生活事件和社会支持对成就和抑郁的影响 赤字； 4）调查儿童如何获得阴险的 归因方式反过来又会损害心理健康。 为了实现这一目标，新普林斯顿大学三年级的 400 名儿童 泽西岛地区小学及其家长将参加 为期四年的纵向研究。 研究开始时，孩子们和 他们的父母将接受归因风格的基线评估， 社会支持、最近的生活事件和各种人口统计变量。 在 此外，学校成绩测试分数、等级、教师评级和 将评估抑郁影响。 然后，每隔一年两次 在接下来的四年中，每年都会对孩子们进行同样的重新评估 变量。 将进行每次评估的横截面分析，并且 使用现代因果建模技术的纵向分析将 对预测数据执行。 在研究结束时，我们希望 能够提前确定哪些儿童最容易受到影响 当他们遇到损失时，会出现成就和情绪问题。