Carol I Diener
Biographic Data
| ID | 4234513 |
|---|---|
| NAME | Carol I Diener |
| GIVEN NAMES | Carol I |
| FAMILY NAME | Diener |
| SIGNATURE | DIENER C I |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 61 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 1989 |
| H-INDEX | 2 |
The effect of social comparison information on learned helpless and mastery‐oriented children in achievement settings
The present study investigates the effect of social comparison information on learned helpless and mastery‐oriented children's attributions, behaviour, and affect following a failure experience. Ninety‐one fifth grade children experienced failure in the context of high consensus or group failure feedback, low consensus or personal failure feedback or no social comparison feedback. The Jindings point to the robustness of the helpless and mastery r…
An analysis of learned helplessness
Helpless children attribute their failures to lack of ability and view them as insurmountable.Mastery-oriented children, in contrast, tend to emphasize motivational factors and to view failure as surmountable.Although the performance of the two groups is usually identical during success or prior to failure, past research suggests that these groups may well differ in the degree to which they perceive that their successes are replicable and hence t…
An analysis of learned helplessness
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 achi…
An analysis of learned helplessness
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 achi…
An analysis of learned helplessness
Helpless children attribute their failures to lack of ability and view them as insurmountable.Mastery-oriented children, in contrast, tend to emphasize motivational factors and to view failure as surmountable.Although the performance of the two groups is usually identical during success or prior to failure, past research suggests that these groups may well differ in the degree to which they perceive that their successes are replicable and hence t…
The effect of social comparison information on learned helpless and mastery‐oriented children in achievement settings
The present study investigates the effect of social comparison information on learned helpless and mastery‐oriented children's attributions, behaviour, and affect following a failure experience. Ninety‐one fifth grade children experienced failure in the context of high consensus or group failure feedback, low consensus or personal failure feedback or no social comparison feedback. The Jindings point to the robustness of the helpless and mastery r…
An analysis of learned helplessness
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 achi…
An analysis of learned helplessness
Helpless children attribute their failures to lack of ability and view them as insurmountable.Mastery-oriented children, in contrast, tend to emphasize motivational factors and to view failure as surmountable.Although the performance of the two groups is usually identical during success or prior to failure, past research suggests that these groups may well differ in the degree to which they perceive that their successes are replicable and hence t…
The effect of social comparison information on learned helpless and mastery‐oriented children in achievement settings
The present study investigates the effect of social comparison information on learned helpless and mastery‐oriented children's attributions, behaviour, and affect following a failure experience. Ninety‐one fifth grade children experienced failure in the context of high consensus or group failure feedback, low consensus or personal failure feedback or no social comparison feedback. The Jindings point to the robustness of the helpless and mastery r…
Developmental psychology (3 works) · Psychology (3 works) · Social Psychology (3 works) · Learned helplessness (2 works) · Affect (linguistics) (1 works) · Applied Psychology (1 works) · Attribution (1 works) · Behavioral and Psychological Studies (1 works) · Child and Adolescent Psychosocial and Emotional Development (1 works) · Cognition (1 works)