Abstract
Private secondary school students differing in achievement motivation took part in a learned helplessness experiment using a triadic design and noncontingent rewards. A clear learned helplessness effect was observed in both high and low achievement motivation groups. The findings confirmed those from an earlier study using younger subjects drawn from a lower socioeconomic background. However, the results of both experiments were quite different from those of another recently reported investigation using university students that found facilitation as well as an interaction between achievement motivation level and treatment (Jardine & Winefield, 1981). It is concluded that the development of learned helplessness probably depends on the kind of environment in which noncontingent outcomes are experienced.
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The author acknowledges the assistance of Susan Bankes, who tested the subjects, and thanks the teachers and students of Pembroke College for their help.
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Winefield, A.H. Cognitive performance deficits induced by exposure to response-independent positive outcomes. Motiv Emot 7, 145–155 (1983). https://doi.org/10.1007/BF00992898
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DOI: https://doi.org/10.1007/BF00992898