SOCIAL SITUATIONAL DETERMINANTS OF HELPLESSNESS

无助的社会情境决定因素

• 批准号: 3385379
• 负责人: ANN K BOGGIANO
• 金额: $ 9.18万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 1990
• 资助国家: 美国
• 起止时间: 1990-04-01 至 1994-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3385379
• 关键词: academic achievement; attribution; child behavior; educational psychology; emotional adjustment; learned helplessness; longitudinal human study; middle childhood (6-11); motivation; psychological tests; questionnaires; self concept; social psychology; socializations; success; teaching

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.

拟议的研究旨在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之中的模式 低自尊和负面情绪审查的第一个主要问题是 某些教师策略的潜在负面影响， 实践（即，控制技术）对发展的外在 动机取向，这是假设，以增加儿童的 易受绩效下降、消极自我认知和影响的影响， 总体成绩不佳。这一问题将在纵向审查 研究，以了解对儿童倾向的累积负面影响， 适应不良的成就模式，因为暴露于控制 教师连续多年。通过使用合并的自我报告， 在纵向设计的观察和实验方法，我们希望 研究适应不良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功能， 教室 第二个目标侧重于“免疫”儿童的干预战略 从控制技巧对成就的负面影响 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 适应不良成就模式的形成与干预技术 这可能会产生更多的自适应模式。