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

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[ Journal Article ]

Diener, Carol I.; Dweck, Carol S.

Journal of Personality and Social Psychology, Vol 36(5), May 1978, 451-462. http://dx.doi.org/10.1037/0022-3514.36.5.451

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. Two studies with 130 5th-grade children explored helpless vs mastery-oriented differences in the nature, timing, and relative frequency of a variety of achievement-related cognitions by continuously monitoring verbalizations following failure. Results reveal 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-monitoring and self-instructions. 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. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)