Rotter's social learning theory is applied to the learned helplessness paradigm, and is used to analyze (1) expectancy change processes occurring during helplessness training and (2) the generalization of those changes to other situations. Literature on individual and situational differences is also reviewed. (Author/SS)

Tested attribution are driven by control motivation and that attributional activity increases following an experience with lack of control. Subjects were given high, low, or no helplessness training and tested for motivational variations. (Author/SS)

Investigates the relationship between causal attributions and responses to social rejection across popularity levels, focusing on individual differences along each dimension. (Author/SS)

Two studies examined the cognitive-motivational differences between helpless and mastery-oriented children by analyzing the effects of failure feedback on problem solving strategies during testing and identifying semantic differences in children's verbalizations following failure on task. Subjects were fifth graders of both sexes. (CM)

Two experiments were conducted to examine the role of sex differences in learned helplessness in the generalization of failure experience. Subjects in experiment 1 were fifth graders and subjects in experiment 2 were fourth, fifth, and sixth graders. (MP)