The Experts below are selected from a list of 234 Experts worldwide ranked by ideXlab platform
Kathleen M. Cain - One of the best experts on this subject based on the ideXlab platform.
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young children s vulnerability to self blame and Helplessness relationship to beliefs about goodness
Child Development, 1992Co-Authors: Gail D. Heyman, Carol S. Dweck, Kathleen M. CainAbstract:Motivational Helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of Helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with Helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of Helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.
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Young Children's Vulnerability to Self‐Blame and Helplessness: Relationship to Beliefs about Goodness
Child development, 1992Co-Authors: Gail D. Heyman, Carol S. Dweck, Kathleen M. CainAbstract:Motivational Helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of Helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with Helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of Helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.
Carol S. Dweck - One of the best experts on this subject based on the ideXlab platform.
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Helplessness in Early Childhood: The Role of Contingent Worth
Child development, 1995Co-Authors: Karen Klein Burhans, Carol S. DweckAbstract:This article presents an expanded view of the bases of helpless reactions to failure. This view stems from recent findings of Helplessness in young children. Previous formulations have stressed the attainment of invariant trait conceptions as a necessary condition for Helplessness to occur and have suggested that children are relatively invulnerable to Helplessness prior to this attainment. We review a series of studies documenting that key aspects of Helplessness are present in preschool and early elementary school children (ages 4-7). We then propose a preliminary model in which (a) a general conception of self and (b) the notion of this self as an object of contingent worth are sufficient conditions for Helplessness. We integrate this view with Dweck and Leggett's model of Helplessness in older individuals, in which more differentiated trait conceptions play an important role.
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young children s vulnerability to self blame and Helplessness relationship to beliefs about goodness
Child Development, 1992Co-Authors: Gail D. Heyman, Carol S. Dweck, Kathleen M. CainAbstract:Motivational Helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of Helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with Helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of Helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.
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Young Children's Vulnerability to Self‐Blame and Helplessness: Relationship to Beliefs about Goodness
Child development, 1992Co-Authors: Gail D. Heyman, Carol S. Dweck, Kathleen M. CainAbstract:Motivational Helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of Helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with Helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of Helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.
Gail D. Heyman - One of the best experts on this subject based on the ideXlab platform.
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young children s vulnerability to self blame and Helplessness relationship to beliefs about goodness
Child Development, 1992Co-Authors: Gail D. Heyman, Carol S. Dweck, Kathleen M. CainAbstract:Motivational Helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of Helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with Helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of Helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.
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Young Children's Vulnerability to Self‐Blame and Helplessness: Relationship to Beliefs about Goodness
Child development, 1992Co-Authors: Gail D. Heyman, Carol S. Dweck, Kathleen M. CainAbstract:Motivational Helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of Helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with Helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of Helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.
Awalya Awalya - One of the best experts on this subject based on the ideXlab platform.
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Attribution Retraining Group Counseling Technique to Reduce Student’s Learned Helplessness Behavior
Jurnal Bimbingan Konseling, 2018Co-Authors: Ulvina Rachmawati, Edy Purwanto, Awalya AwalyaAbstract:This study aimed to determine the impact of attribution retraining group counseling technique on student’s learned Helplessness. One-group pretest-posttest design was used in this study involving a total of 5 students as participants. The results of paired t-test showed that the student learned Helplessness level can decreased at posttest (39.58%) than at assesment pre test (68.33%; t = 7.14, p < 0.01). Further, this study was focused to discuss the possibility of implementing attribution retraining in overcoming the problem of student’s learned Helplessness behavior.
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attribution retraining group counseling technique to reduce student s learned Helplessness behavior
Jurnal Bimbingan Konseling, 2018Co-Authors: Ulvina Rachmawati, Edy Purwanto, Awalya AwalyaAbstract:This study aimed to determine the impact of attribution retraining group counseling technique on student’s learned Helplessness. One-group pretest-posttest design was used in this study involving a total of 5 students as participants. The results of paired t-test showed that the student learned Helplessness level can decreased at posttest (39.58%) than at assesment pre test (68.33%; t = 7.14, p < 0.01). Further, this study was focused to discuss the possibility of implementing attribution retraining in overcoming the problem of student’s learned Helplessness behavior.
Francisco Gonzalezlima - One of the best experts on this subject based on the ideXlab platform.
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novelty evoked activity in open field predicts susceptibility to helpless behavior
Physiology & Behavior, 2010Co-Authors: Eimeira Padilla, Douglas W Barrett, Jason Shumake, Genevieve M Holmes, Eva C Sheridan, Francisco GonzalezlimaAbstract:Learned Helplessness in animals has been used to model disorders such as depression and post-traumatic stress disorder (PTSD), but there is a lack of knowledge concerning which individual behavioral characteristics at baseline can predict helpless behavior after exposure to inescapable stress. The first aim of this study was to determine behavioral predictors of Helplessness using the novel and familiar open-field tests, sucrose consumption, and passive harm-avoidance tasks before learned Helplessness training and testing. Individual differences in physiologic responses to restraint stress were also assessed. A cluster analysis of escape latencies from Helplessness testing supported the division of the sample population of Holtzman rats into approximately 50% helpless and 50% non-helpless. Linear regression analyses further revealed that increased reactivity to the novel environment, but not general activity or habituation, predicted susceptibility to learned Helplessness. During restraint stress there were no mean differences in heart rate, heart rate variability, and plasma corticosterone between helpless and non-helpless rats; however, a lower heart rate during stress was associated with higher activity levels during exploration. Our most important finding was that by using an innocuous screening tool such as the novel and familiar open-field tests, it was possible to identify subjects that were susceptible to learned Helplessness.
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strain sex and open field behavior factors underlying the genetic susceptibility to Helplessness
Behavioural Brain Research, 2009Co-Authors: Eimeira Padilla, Douglas W Barrett, Jason Shumake, Francisco GonzalezlimaAbstract:Learned Helplessness represents a failure to escape after exposure to inescapable stress and may model human psychiatric disorders related to stress. Previous work has demonstrated individual differences in susceptibility to learned Helplessness. In this study, we assessed different factors associated with this susceptibility, including strain, sex, and open-field behavior. Testing of three rat strains (Holtzman, Long-Evans, and Sprague-Dawley) revealed that Holtzman rats were the most susceptible to Helplessness. Holtzman rats not only had the longest escape latencies following inescapable shock, but also showed spontaneous escape deficits in the absence of prior shock when tested with a fixed-ratio 2 (FR2) running response. Moreover, when tested with fixed-ratio 1 (FR1) running - an easy response normally unaffected by Helplessness training in rats - inescapable shock significantly increased the escape latencies of Holtzman rats. Within the Holtzman strain, we confirmed recent findings that females showed superior escape performance and therefore appeared more resistant to Helplessness than males. However, regression and covariance analyses suggest that this sex difference may be explained by more baseline ambulatory activity among females. In addition, some indices of novelty reactivity (greater exploration of novel vs. familiar open-field) predicted subsequent helpless behavior. In conclusion, Holtzman rats, and especially male Holtzman rats, have a strong predisposition to become immobile when stressed which interferes with their ability to learn active escape responses. The Holtzman strain therefore appears to be a commercially available model for studying susceptibility to Helplessness in males, and novelty-seeking may be a marker of this susceptibility.
