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An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure.

1978; American Psychological Association; Volume: 36; Issue: 5 Linguagem: Inglês

10.1037/0022-3514.36.5.451

1939-1315

Carol Diener, Carol S. Dweck,

Educational and Psychological Assessments

University of Illinois at Urbana-Champa ign Helpless children show marked performance decrements under failure, whereas mastery-oriented children often show enhanced performance. Current theories emphasize differences in the nature of the attributions following failure as determinants of response to failure. The present studies explored helpless versus mastery-oriented differences in the nature, timing, and relative frequency of a variety of achievement-r elated cognitions by continuously monitoring verbalizations following failure. The results revealed that helpless children made the expected attributions for failure to lack of ability; mastery-oriented children made surprisingly few attributions but instead engaged in self-monitori ng and selfinstructions. That is, helpless children focused on the cause of failure, whereas the mastery-oriented children focused on remedies for failure. These differences were accompanied by striking differences in strategy change under failure. The results suggest that in addition to the nature of the attribution one makes, the timing or even occurrence of attributions may be a critical individual difference.