Meaningful and impactful learning experiences are rife with failure. And yet, students struggle with framing, tolerating and attributing failure in a positive manner within the post-secondary learning context. This paper explores whether using design thinking as a pedagogical approach might help students learn to tolerate, reframe and attribute…

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and…

Untrained normal achievers attributed failure to adoption of specific task strategies, while untrained learning disabled boys attributed failure to task difficulty. Characteristics of learned helplessness were apparent in the impaired performance of the learning-disabled boys. Normal achievers appeared to have developed active and independent…

Performance and persistence on the Concealed Figures Test and the Embedded Figures Test decreased: (1) after short-duration failure when subjects were falsely led to attribute failure to task difficulty; and (2) after long-duration failure when subjects were falsely led to attribute failure to lack of ability. (CP)

This research explored cognitive-motivational patterns of learning-disabled and nondisabled adolescents by employing the theoretical model of C. S. Dweck, which posits that a "learning goal" orients students toward the development of competence, whereas a "performance goal" orients students toward the documentation of competence, and that these…