Marie‐louise Craske
Biographic Data
| ID | 2746640 |
|---|---|
| NAME | Marie‐louise Craske |
| GIVEN NAMES | Marie‐louise |
| FAMILY NAME | Craske |
| SIGNATURE | CRASKE M L |
| AFFILIATIONS | University of Tasmania |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 1988 |
| H-INDEX | 1 |
Learned Helplessness, Self-worth Motivation and Attribution Retraining for Primary School Children
This study examined characteristics of 29 pupils (selected from an initial sample of 69 primary school children) whose performance on an arithmetic task deteriorated after failure. On the basis of their responses to a "mitigating circumstance" which could explain failure without implicating low ability as the cause (a description of the task as "very difficult"), subjects were classified as either learned helpless or motivated to protect self-wor…
Improving Persistence Through Observational Learning and Attribution Retraining
This study aimed to improve the persistence of learned helpless children through reattribution training accomplished via observational learning. In addition, the relationships of effort attributions and intelligence to persistence behaviour were examined. In the initial phase, 65 Grade 5 and 6 subjects were presented with unsolvable puzzle-completion problems to gauge persistence levels; they also completed the Intellectual Achievement Responsibi…
Learned Helplessness, Self-worth Motivation and Attribution Retraining for Primary School Children
This study examined characteristics of 29 pupils (selected from an initial sample of 69 primary school children) whose performance on an arithmetic task deteriorated after failure. On the basis of their responses to a "mitigating circumstance" which could explain failure without implicating low ability as the cause (a description of the task as "very difficult"), subjects were classified as either learned helpless or motivated to protect self-wor…
Improving Persistence Through Observational Learning and Attribution Retraining
This study aimed to improve the persistence of learned helpless children through reattribution training accomplished via observational learning. In addition, the relationships of effort attributions and intelligence to persistence behaviour were examined. In the initial phase, 65 Grade 5 and 6 subjects were presented with unsolvable puzzle-completion problems to gauge persistence levels; they also completed the Intellectual Achievement Responsibi…
Improving Persistence Through Observational Learning and Attribution Retraining
This study aimed to improve the persistence of learned helpless children through reattribution training accomplished via observational learning. In addition, the relationships of effort attributions and intelligence to persistence behaviour were examined. In the initial phase, 65 Grade 5 and 6 subjects were presented with unsolvable puzzle-completion problems to gauge persistence levels; they also completed the Intellectual Achievement Responsibi…
Learned Helplessness, Self-worth Motivation and Attribution Retraining for Primary School Children
This study examined characteristics of 29 pupils (selected from an initial sample of 69 primary school children) whose performance on an arithmetic task deteriorated after failure. On the basis of their responses to a "mitigating circumstance" which could explain failure without implicating low ability as the cause (a description of the task as "very difficult"), subjects were classified as either learned helpless or motivated to protect self-wor…
Attribution (2 works) · Developmental psychology (2 works) · Psychology (2 works) · Retraining (2 works) · Social Psychology (2 works) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Early Childhood Education and Development (1 work) · Education, Achievement, and Giftedness (1 work) · Educational and Psychological Assessments (1 work) · Experiential learning (1 work)