Naturally Acquired Learned Helplessness: The Relationship of School Failure to Achievement Behavior, Attributions, and Self-Concept.

Johnson, Dona S.

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Peer reviewed

ERIC Number: EJ251740

Record Type: Journal

Publication Date: 1981-Apr

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Naturally Acquired Learned Helplessness: The Relationship of School Failure to Achievement Behavior, Attributions, and Self-Concept.

Johnson, Dona S.

Journal of Educational Psychology, v73 n2 p174-80 Apr 1981

Personality and behavioral consequences of learned helplessness were monitored in children experiencing failure in school. The predictive quality of learned helplessness theory was compared with that of value expectancy theories. Low self-concept was predicted significantly by school failure, internal attributions for failure, and external attributions for success. (Author/GK)

Descriptors: Academic Achievement, Academic Failure, Attribution Theory, Expectation, Helplessness, Intermediate Grades, Persistence, Reinforcement, Self Concept

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Piers Harris Childrens Self Concept Scale; Wechsler Intelligence Scale for Children

Grant or Contract Numbers: N/A

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