Learned helplessness and reinforcement responsibility in children
Bibliographic Data
| ID | 6203814 |
|---|---|
| Authors | Carol S Dweck (0000-0001-7741-0073), N Dickon Reppucci |
| Year | 1973 |
| Volume | 25 |
| Issue | 1 |
| Pages | 109-116 |
| Publication date | 1973-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Personality and Social Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-3514 • E-ISSN: 1939-1315 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/h0034248 |
| OpenAlex | W1997587893 |
| Language | EN |
| Citations received | 153 |
| References cited | 6 |
In an attempt to demonstrate the effects of low expectancy of reinforcement and low expectancy for control of reinforcement on performance in an achievement situation, 40 fifth-grade children (20 boys and 20 girls) were given successes (soluble block designs) by one adult (success experimenter) and failures (insoluble block designs) by another (failure experimenter) with trials from each being randomly interspersed. A number of children failed to complete problems administered by the failure experimenter when her problems became soluble, even though they had shortly before solved almost identical problems from the success experimenter and continued to perform well on the success experimenter's problems. The subjects who showed the largest performance decrements were those who took less personal responsibility for the outcomes of their actions and who, when they did accept responsibility, attributed success and failure to presence or absence of ability rather than to expenditure of effort. Those subjects who persisted in the face of prolonged failure placed more emphasis on the role of effort in determining the outcome of their behavior; moreover, males displayed this characteristic to a greater extent than did females. Implications of the results for strategies of behavior change are discussed
Developmental psychology · Learned helplessness · Reinforcement · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Psychology · Social Psychology
Motivational Orientations and Cognitive Abilities
Sex differences in attributions and learned helplessness
Internal-External Locus of Control
Locus of Control as a Function of Confirmation or Disconfirmation of an Expectancy
A Bibliography of Research on Learned Helplessness Prior to Introduction of the Reformulated Model (1978)
The emergence of gender differences in depression during adolescence
Gender differences in personality
Sex differences in unipolar depression
Gender and the influence of evaluations on self-assessments in achievement settings
Attributional retraining
A developmental model of recipients' reactions to aid
Learned helplessness in humans
Women's underrepresentation in science
Sex differences in math achievement
Coping with stress during childhood and adolescence
Learned helplessness in humans
A two-process theory of learned helplessness
Overjustification, competing responses, and the acquisition of intrinsic interest
Expectancy statements as determinants of reactions to failure
The Little Engine That Had an Incremental Theory
Perceived control and learned helplessness among retarded and nonretarded children
She succeeded despite lack of ability or resources
A developmental study of learned helplessness
Determinants of academic achievement
Motivational components of underachievement
Sex differences in learned helplessness
Sex differences in learned helplessness
Pessimistic explanatory style in the historical record
Multitrait-Multimethod Analyses of the Self-Description Questionnaire
The Role of Depression and Sex Differences in Attributions Related to Problematic Social Situations
Differences in Locus of Control Orientation between Normal and Learning Disabled Boys
Role of Self-Concept of Academic Attainment in Achievement-Related Behaviors
Achievement Attributions of Learning-Disabled Boys
A social-cognitive approach to motivation and personality.
Learned helplessness in humans
Blueprint for a Social Psychological Theory of Loneliness
Learned helplessness
Patterns of motivation beliefs
Consequences of commitment to and disengagement from incentives.
The bases of teacher expectancies
A possible selves intervention to enhance school involvement
Developmental Change in Children's Assessment of Intellectual Competence
Gender and motivation
Responses to Uncontrollable Outcomes
A Motivated Action Theory Account of Goal Orientation.
Gender differences in sport involvement
Learned Helplessness, Immunization and Importance of Task in Humans
Inoculation against Learned Helplessness
The "What" and "Why" of Goal Pursuits
An Empirical Examination of the Integration of Causal Attribution and Social Learning Theories in Achievement Situations
The Role of Depression, Attributions, and Sex in Relation to Negative Arousal in Problematic Social Situations
A test of the impact of three-type goal orientation on utility perception and transfer motivation
Middle school students' preferences for praise
Failing to See a Difference
Competitive and cooperative practices in education
Abstract Teaching for a Concrete World
Bad Days Don't End When the School Bell Rings
The role of stress mindsets and coping in improving the personal growth, engagement, and health of small business owners
The trainer‐trainee interaction
Process vs. Impact in Men's and Women's Achievement Motivation
Improving Women's Performance in Mixed-Sex Situations by Effort Attributions
Sex-role androgyny and patterns of causal attribution for academic achievement
Strategies to motivate helpless and mastery-oriented children
Learned helplessness and ?fear of success? in college women
Children's causal attributions for performance on sex-stereotypic tasks
Sex differences in children's attributions for success and failure on math and spelling tests
Expectancy of success on sex-linked tasks
Parental evaluation and its relation to shame and pride in young children
Learned helplessness versus reactance
Gender differences in attributions about microcomputer learning in elementary school
Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers
The writing on the wall
Personal helplessness and action control
Control, means-ends, and agency beliefs
A cultural interpretation of attributions and school truancy
Recognition of noncontingency
Sex differences in learned helplessness
Effects of noncontingent reinforcement on tasks of differing importance
An analysis of learned helplessness
An analysis of learned helplessness
The role of expectations and attributions in the alleviation of learned helplessness
Motivational and functional helplessness
Implicit theories, attributions, and coping
Sex differences in achievement
Self-concept
Gender differences in the academic locus of control beliefs of young children
Mindsets
Clients Nearing Death
The relationship between cognitive hardiness, explanatory style, and depression-happiness in post-retirement men and women
Possible Selves and Performance
The development of achievement task values
Learned helplessness in humans
Developmental considerations in the study of childhood depression
The effect of sufficiency and necessity on perceptions of control and responsibility
Causality Orientations, Failure, and Achievement
Conceptions of Ability, Achievement Goals, and Individual Differences in Self‐Handicapping Behavior
Coping behavior and locus of control in children 1
When experiences of failure promote expectations of success
A revised model of learned helesspleness in humans1
Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success1
Generalized expectancies for internal versus external control of reinforcement.
Conceptualization of success and failure in mentally retarded and normal children1
Locus of control, test anxiety, reactions to frustration, and achievement attitudes1
Internal versus external control of reinforcement and decision time
An attributional analysis of achievement motivation
Expectancy changes in skill and chance situations
| Unique citing works | 153 |
|---|---|
| Citations per year | 2,94 |
| Citation span | 1974 - 2024 (51) |
| Citation velocity | recent |
| Highly cited | Yes |
| Citation types | Neutral: 124 |