ERIC Number: ED044170
Record Type: RIE
Publication Date: 1966
Reference Count: 0
A Comparative Study of Failure Avoidance in Culturally Disadvantaged and Non-Culturally Disadvantaged First Grade Children.
Webbink, Patricia G.; Stedman, Donald J.
This study tests the hypothesis that culturally disadvantaged (CD) children would return more often to a completed task (one on which they had had previous success), while non-culturally disadvantaged (NCD) children would return more often to an incompleted task (to achieve closure or to re-try a task which they had previously failed.) Failure avoidance would be shown in CD children because of expectancy for and tolerance of failure in response to early environmental conditions which lack achievement motivation, with the opposite true of NCD children. Subjects were 24 NCD and 20 CD first graders. The NCD children were enrolled in a private school attended by upper middle class children, and the CD children were enrolled in a public school attended by lower class children. Each group included two Negro children. Each subject was individually given two puzzles to assemble within certain time limits. Failure was experimentally induced on one puzzle experience because the experimenter announced the time was up before puzzle completion, but success was allowed on the other puzzle experience because as much time was given as was needed for completion. After an interim period, the subject was asked which puzzle he would like to make again. An analysis of the repetition choice data upheld the original hypothesis and concomitant statement. (NH)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Duke Univ., Durham, NC.
Note: Paper is an EIP Special Study Abstract, Education Improvement Program, Durham, North Carolina, 1966