Causal attributions and task persistence of learned-helpless and mastery-oriented sixth graders in math, physical education, and reading

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Joseph Benton Griffith (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Thomas J. Martinek

Abstract: The purpose of this Investigation was to document the existence and study the globalness of the learned-helpless phenomenon among sixth graders. Students were Identified as learned helpless or mastery oriented based on their scores on a modified form of the Intellectual Achievement Responsibility CIAR) Scale (Crandall, Katkovsky, & Crandall, 1965) and ratings from their math, physical education, and reading teachers. A total of 23 students were identified and Included in the study from a populations of 197. This sample included 11 students classified as learned helpless (7 male and 4 female) and 12 students classified as mastery oriented (7 male and 5 female).

Additional Information

Language: English
Date: 1994
Helplessness (Psychology) in children
Performance in children
Academic achievement

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