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As Failures Mount: Affective and Cognitive Consequences of Ability Demotion in the Classroom.
Peer reviewed Peer reviewed
Covington, Martin V.; Omelich, Carol L. – Journal of Educational Psychology, 1981
What happens when explanations externalizing the cause of one's achievement failures are no longer credible? College undergraduates experiencing successive subjective failure in classroom tests gave postdictive explanations for failures, indicated shame, and rated expectancy for future success. Self-worth predictions suggest despair occurs when…
Descriptors: Academic Ability, Academic Failure, Achievement Need, Helplessness
The Elimination of Learned Helplessness Deficits as a Function of Induced Self-Esteem.
Peer reviewed Peer reviewed
Orbach, Israel; Hadas, Ziva – Journal of Research in Personality, 1982
Tested efficiency of induced self-esteem in reducing various deficits caused by learned helplessness. Results indicated subjects who received induced self-esteem treatment showed significantly more deficit reversal. Results are discussed in relation to the usefulness of induced self-esteem as a form of treatment for helplessness depression.…
Descriptors: College Students, Depression (Psychology), Feedback, Foreign Countries
Cultural Adjustment of International Students in the U.S.: A Reevaluation Using Reformulated Learned Helplessness.
Reinicke, Melinda June – 1986
In addition to academic pressures shared with American students, students from other countries studying in the United States have the stress of living in an unfamiliar culture. Common symptoms of culture shock (irritability, loneliness, depression, rigidity) have been identified. Parallel symptoms have been described in the learned helplessness…
Descriptors: Attribution Theory, College Environment, Culture Conflict, Foreign Students
Repeated Academic Failure and Learned Helplessness in the College Classroom.
Omelich, Carol L.; Covington, Martin V. – 1980
Under a mastery learning system students can take successive parallel tests with study interspersed between tests until they demonstrate a minimal level of competency. For most students, such procedures increase final performance, yet some may experience repeated subjective failure. Self-worth theory predicts that repeated failure in the face of…
Descriptors: Academic Failure, Affective Behavior, Attribution Theory, College Students
Through the "I" of the Teacher: Towards a Postmodern Conception of Self.
Peer reviewed Peer reviewed
Piper, David – McGill Journal of Education, 1997
Argues that some familiarity with postmodern theories of the self may help beginning teachers come to terms with their own problems of establishing a strong sense of selfhood and authenticity. Briefly reviews the Cartesian-inspired idea of the self and contrasts that with the postmodern recognition of the modern self. (MJP)
Descriptors: Foreign Countries, Helplessness, Higher Education, Individual Development
Career Vitality of Professors: A Cognitive Restructuring Model.
Bumpus, J. Frank – 1983
An attributional model that conceptualizes the pressures that reduce professors' personal and career vitality is presented. The model is based primarily on the locus of control literature and especially the reformulated model of learned helplessness by Lynn Abramson, Martin Seligman, and John Teasdale. The analysis deals only with the cognitive…
Descriptors: Attribution Theory, College Faculty, Depression (Psychology), Faculty College Relationship