児童・生徒におけるlearned helplessnessに関する研究

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The present investigation attempted to test the learned helplessness hypothesis in elementary and junior high school children. They were assigned to one of three pretreatments involving anagram problems: (a) always soluble, in which child was presented soluble problems-group I; (b) soluble and insoluble, in which child was ramdomly presented both soluble and insoluble problems at the same ratio-group II; (c) always insoluble, in which child was presented insoluble problems - group III. Furthermore, children in each group were divided into two parts under the condition that half of them were given ten anagrams (a condition) and half thirty anagrams (b condition). Just after pretreatment-anagram learning, each of them evaluated his own attainment on that learning and also estimated the possibility of performance in subsequent learning with the five-point-rating scale. Subsequent learning was consisted of thirty-two soluble anagrams and was identical for each group. The main results were as follows: (1) Group I gave marks higher rating on subsequent learning than group II. (2) Group III gave marks lower rating on subsequent learning than group II. (3) The performance of group III in subsequent anagram learning was found to be impaired following experience with insoluble problems. That is, learned helplessness was confirmed in children. (4) The developmental differences in learned helplessness were not clearly resulted. (5) There were no systematic differences between a and b conditions in subsequent learning. And we discussed about the learned helplessness hypothesis related to the learning set in school children.
横浜国立大学の論文
1978-11-30

児童・生徒におけるlearned helplessnessに関する研究

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