Maladaptive achievement patterns: A test of a diathesis-stress analysis of helplessness

被引:37
作者
Boggiano, AK [1 ]
机构
[1] Univ Auckland, Dept Psychol, Auckland, New Zealand
关键词
D O I
10.1037/0022-3514.74.6.1681
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
The present study tested the assumptions, derived from a diathesis-stress model, that students' perceptions of autonomy-support in their classroom produce a relatively intrinsic as opposed to extrinsic motivational approach to academic tasks and that this approach, in turn, predicts qualitatively different responses to uncontrollable events. It was further assumed that students' motivational orientation would be more reliable than attributional style or perceptions of competence in predicting achievement patterns, including performance level after failure, use of adaptive attributions, and overall achievement scores. Results supported these predictions and further demonstrated, in longitudinal analyses, that motivational orientation may contribute to the formation of perceptions of competence and attributional style in students.
引用
收藏
页码:1681 / 1695
页数:15
相关论文
共 97 条
[81]   UNDERMINING CHILDRENS INTRINSIC INTEREST WITH EXTRINSIC REWARD - - TEST OF OVERJUSTIFICATION HYPOTHESIS [J].
LEPPER, MR ;
GREENE, D ;
NISBETT, RE .
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 1973, 28 (01) :129-137
[82]  
LEPPER MR, 1997, DEV PSYCHOPATHOLOGY
[83]   DETERMINANTS OF ACADEMIC-ACHIEVEMENT - THE INTERACTION OF CHILDRENS ACHIEVEMENT ORIENTATIONS WITH SKILL AREA [J].
LICHT, BG ;
DWECK, CS .
DEVELOPMENTAL PSYCHOLOGY, 1984, 20 (04) :628-636
[84]  
MAXWELL SE, 1981, J APPL PSYCHOL, V66, P525
[85]  
MCGRAW KO, 1978, HIDDEN COSTS REWARDS
[86]   GOALS AND PERCEIVED ABILITY - IMPACT ON STUDENT VALUING, SELF-REGULATION, AND PERSISTENCE [J].
MILLER, RB ;
BEHRENS, JT ;
GREENE, BA ;
NEWMAN, D .
CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 1993, 18 (01) :2-14
[87]   CAUSAL ATTRIBUTIONS AND OTHER ACHIEVEMENT-RELATED COGNITIONS - EFFECTS OF TASK OUTCOME, ATTAINMENT VALUE, AND SEX [J].
NICHOLLS, JG .
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 1975, 31 (03) :379-389
[88]   LEARNED HELPLESSNESS IN CHILDREN - A LONGITUDINAL-STUDY OF DEPRESSION, ACHIEVEMENT, AND EXPLANATORY STYLE [J].
NOLENHOEKSEMA, S ;
GIRGUS, JS ;
SELIGMAN, MEP .
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 1986, 51 (02) :435-442
[89]   CAUSAL EXPLANATIONS AS A RISK FACTOR FOR DEPRESSION - THEORY AND EVIDENCE [J].
PETERSON, C ;
SELIGMAN, MEP .
PSYCHOLOGICAL REVIEW, 1984, 91 (03) :347-374
[90]   THE ATTRIBUTIONAL STYLE QUESTIONNAIRE [J].
PETERSON, C ;
SEMMEL, A ;
VONBAEYER, C ;
ABRAMSON, LY ;
METALSKY, GI ;
SELIGMAN, MEP .
COGNITIVE THERAPY AND RESEARCH, 1982, 6 (03) :287-299