Helplessness deficits in students: The role of motivational orientation

Abstract

This paper includes research comprised of field studies and laboratory experiments to examine our diathesis-stress model that students with an extrinsic motivational orientation given evaluative/controlling directives are at risk for maladaptive achievement patterns, including performance, cognitive, and emotional deficits of helplessness. The findings, using our multimethod approach, confirmed our assumptions and indicated that motivational orientation is a more reliable predictor of helplessness than either attributions or perceptions of competence. The pattern of data obtained across studies is discussed in light of other theoretical approaches to understanding achievement patterns in students.

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Correspondence to Ann K. Boggiano.

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The research reported here was supported, in part, by Grant No. MN45566 from NIMH. Address all correspondence to Ann K. Boggiano, Department of Psychology, Campus Box 345, University of Colorado, Boulder, Colorado 80309-0345.

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Boggiano, A.K., Shields, A., Barrett, M. et al. Helplessness deficits in students: The role of motivational orientation. Motiv Emot 16, 271–296 (1992). https://doi.org/10.1007/BF00991655

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Keywords

  • Social Psychology
  • Laboratory Experiment
  • Field Study
  • Theoretical Approach
  • Reliable Predictor