Origins of children's learned helpless and mastery-oriented achievement patterns in the family

Learned helplessness is an important individual difference that affects children's performance in achievement settings. Despite evidence that parents have a consistent and long-term influence on their child's achievement motivation and performance, few studies have examined parents' influence on children's helpless and mastery achievement patterns. Thus, this study examined the origins of children's achievement motivation patterns in the family by observing third grade children (10 helpless and 11 mastery oriented) and their mothers performing a series of solvable and insolvable problem-solving tasks. The results provide evidence that the mothers of mastery children may optimize their child's achievement motivation by modeling mastery patterns of behaviors during the insolvable puzzles, discouraging their child's helpless behaviors while promoting mastery behaviors, showing sensitivity and responsiveness to their child's ability perceptions and requests for help, and structuring an achievement environment which appeared to emphasize learning versus performance goals. The results are discussed in terms of their implications for interventive techniques which may improve achievement motivation in children, and directions for future research on the origins of helpless and mastery achievement patterns in the family are outlined.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Hokoda, Audrey Jean

Contributors dc:contributor

• Fincham, Frank D.

• Psychology, Social
• Education, Educational Psychology
• Psychology, Developmental

Statement dc:rights

• Copyright 1994 Hokoda, Audrey Jean

Language dc:language

eng

Identifier

AAI9416368
(UMI)AAI9416368

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21429