SOCIAL SITUATIONAL DETERMINANTS OF HELPLESSNESS

这项拟议的研究试图了解适应不良的决定因素。 儿童的成就模式--可能使儿童处于危险境地的模式 因为缺乏自尊和消极情绪。审查的第一个主要问题是 某些教师策略和策略的潜在不利影响 关于发展外部因素的实践(即控制技术) 动机取向被认为可以提高儿童的 易受业绩下降、消极自我认知和情感影响， 总体而言成绩不佳。这个问题将被纵向研究。 研究发现累积的负面影响对儿童的倾向 因暴露在控制之下而导致的不适应成就模式 连续几年的教师。通过使用综合自我报告， 在观察和实验方法的纵向设计中，我们希望 考察不良适应成就模式的决定因素和 这种模式的严重性作为社会化实践的函数在 教室。 第二个目标集中在为儿童“接种”疫苗的干预策略上。 从被提出的控制技术对成就的负面影响 模式。因此，我们的目标是使用多方法方法来提供 关于社会化因素影响的汇聚证据 不良适应成就模式的形成及干预技术 这可能会产生更具适应性的模式。

The proposed research seeks to understand determinants of maladaptive achievement patterns in children--patterns that may put children at risk for low self-esteem and negative affect. The first major issue examined is the potential adverse effects of certain kinds of teacher strategies and practices (i.e., controlling techniques) on the development of an extrinsic motivational orientation which is assumed to increase children's vulnerability to performance decrement, negative self-cognition and affect, and overall poor achievement. This issue will be examined in a longitudinal study to see the cumulative negative effects on children's propensity to maladaptive achievement patterns because of exposure to controlling teachers over consecutive years. By use of combined self-report, observational and experimental methods in a longitudinal design, we hope to examine both determinants of maladaptive achievement patterns and the severity of such patterns as a function of socialization practices in the classroom. The second aim focusses on an intervention strategy to "immunize" children from the proposed negative effects of controlling techniques on achievement patterns. Our goal, then, is to use a multiple method approach to provide converging evidence regarding socialization factors influencing the formation of maladaptive achievement patterns and intervention techniques that may produce more adaptive patterns.