Journal ArticleDOI
Learned Helplessness in Learning Disabled Adolescents as a Function of Noncontingent Rewards
TLDR
In this paper, the effect of non-contingent rewards on learned helplessness in learning disabled children was examined and non-constraint rewards are of particular importance for students receiving them.Abstract:
The study was designed to examine the effect of noncontingent rewards on learned helplessness in learning disabled children. Noncontingent rewards are of particular importance for students receivin...read more
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Book ChapterDOI
Self-regulatory dimensions of academic learning and motivation.
Abstract: Publisher Summary This chapter discusses the self-regulatory dimensions of academic learning and motivation. Educators have grown increasingly skeptical about explanations of learning and motivation that emphasize limitations of learners' abilities and social environmental backgrounds and have turned their attention to students' strategic efforts to manage their own achievement through specific beliefs and processes. Most current efforts to define the “self-regulation of academic learning” have adopted multidimensional criteria, which stress personal metacognitive, motivational, behavioral, and environmental processes used to enhance academic achievement. This chapter describes the self regulation of achievers and underachievers, dimensions of academic self regulation, and research on self-regulatory beliefs and processes in detail. The strategic qualities of self-regulated learners enable investigators to explain educational findings that conflict with fixed views of human functioning, such as exemplary achievement by minority students from disadvantaged backgrounds attending inner city schools as well as underachievement of youngsters from more fortunate backgrounds. The research on self-regulatory beliefs and processes may be divided into four sections such as, self-motivational techniques, self-regulatory methods and time management, self-regulation of performance, and regulating one's own physical and social environment. Students' use of learning strategies and self-monitoring of academic progress can strengthen their self-efficacy beliefs and intrinsic motivation.
Journal ArticleDOI
Academic and Cognitive Interventions for LD Adolescents Part II
TL;DR: The authors note that the study of educational programming for LD adolescents is only in its infancy, and the wealth of empirical information that is now available in this area provides a solid starting point for the development of effective educational programs that meet a broad variety of goals for adolescents with learning disabilities.
Journal ArticleDOI
Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom:
TL;DR: In this article, the negative reinforcement cycle is used to explain the academic and behavioral problems of students with emotional or behavioral disorders (E/BD) in the classroom, and the authors suggest that learned helplessness might further explain some of these problems.
Self-handicapping and defensive pessimism : predictors and consequences from a self-worth motivation perspective
TL;DR: Covington et al. as discussed by the authors examined predictors and consequences of self-handicapping and defensive pessimism from a self-worth motivation perspective using longitudinal data derived from undergraduate students from three institutions in their first and second years at university.
Journal ArticleDOI
After High School: The Status of Youth with Emotional and Behavioral Disorders
Rhondda Walker,Teresa D. Bunsen +1 more
TL;DR: For example, this article reported that students with emotional and behavioral disorders (EBD) graduate from high school at the rate of approximately 31% and drop out at a rate of 40%, with a dramatic increase in dropout rates after the age of 14 (U.S. Department of Education, 1993).
References
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Book
Helplessness: On Depression, Development, and Death
TL;DR: In this article, the authors proposed a learned-helplessness model of depression and developed a set of guidelines for depression and learned helplessness, including depression, anxiety and unpredictability, childhood failure, sudden psychosomatic death controllability.
Journal ArticleDOI
Generality of learned helplessness in man.
TL;DR: Learned helplessness, the interference with instrumental responding following inescapable aversive events, has been found in animals and man as discussed by the authors, suggesting that learned helplessness may be an induced "trait."
Journal ArticleDOI
An analysis of learned helplessness: II. The processing of success.
Carol Diener,Carol S. Dweck +1 more
TL;DR: Compared to mastery-oriented children, helpless children underestimated the number of success (and overestimated the numberOf failures), did not view successes as indicative of ability, and did not expect the successes to continue, so successes are less salient, less predictive, and less enduring--less successful.
Journal ArticleDOI
Learned helplessness in the rat.
TL;DR: Rats, as well as dogs, fail to escape shock as a function of prior inescapability, exhibiting learned helplessness.