児童・生徒におけるlearned helplessnessに関する研究(2) : learned helplessnessに及ぼすpersonal factorsについて
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概要
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The present investigation attempted to test the effects of personal factors on learned helplessness (LH) in primary school children. At the prelearning period, they must make a simple equation of addition, using the four different numbers of one figure. Half of them (group 1) were always assigned the soluble problems and other (group 2) always the insoluble. Just after prelearning, each of them evaluated his own attainment of that task and then estimated the possibility of performance in subsequent task with the 5-point-rating scale. All of the problems in subsequent task were soluble and common for each group. Thereafter, they were divided into three subgroups based on the achievement test score in arithmetic, i. e., high (H_A), middle (M_A), low (L_A) achievement subgroups and also based on T-score, i. e., high (H_I), middle (M_I), low (L_I) intelligence subgroups. We compared with the mean numbers of problems solved in subsequent task between group 1 and group 2, among three achievement subgroups (H_A, M_A, L_A), and also among three intelligence subgroups (H_I, M_I, L_I). For example, it is concluded that if group 2 is significantly fewer than group 1 in this mean numbers, children in group 2 acquire LH. The main results were as follows: (1) Children in group 2 showed LH. (2) The strength of LH corresponded to the level of achievement score. And the performance of H_A and M_A subgroups in group 2 did not impair. LH was found in children in L_A subgroup. (3) The strength of LH did not correspond to the level of T-score. There was no difference between M_I and L_I subgroups in group 2 and both strikingly showed LH. On the other hand, H_I subgroup did not acquir LH. (4) And thus, it doesn't always follow that achievement and intelligence have the same effect on LH.
- 横浜国立大学の論文
- 1979-11-30
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