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Academic Risk Factors and Deficits of Learned Hopelessness: A Longitudinal Study of Hong Kong Secondary School Students
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Au, Raymond C. P.; Watkins, David A.; Hattie, John A. C. – Educational Psychology, 2010
The aim of the present study is to explore a causal model of academic achievement and learning-related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective-motivational characteristics of…
Descriptors: Learning Problems, Causal Models, Self Efficacy, Academic Achievement
An Examination of Psychosocial Aspects of Learning Disabled Adolescents.
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Kronick, Doreen – Learning Disability Quarterly, 1978
Learning disabled adolescents often exhibit psychosocial deficits independent of academic failure and frustration. (PHR)
Descriptors: Academic Failure, Affective Behavior, Egocentrism, Empathy
Affect-Generating Powers of Effort and Ability Self Attributions of Academic Success and Failure
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Sohn, David – Journal of Educational Psychology, 1977
College students predicted the situations which would produce the greatest affective result: academic success or failure, as caused by ability or by effort. Attributions to ability generated as much happiness, but less pride, in the case of success; and more unhappiness, but less shame, in the case of failure. (Author/GDC)
Descriptors: Academic Ability, Academic Achievement, Academic Failure, Affective Behavior
The Impact of Success and Failure on the Learner
Kifer, Edward – Evaluation in Education: International Progress, 1977
Successful and unsuccessful elementary school students are compared with respect to: (1) self-esteem, (2) self-concept of academic ability, (3) intellectual achievement responsibility--locus of control, and (4) the students' concept of home concern and reward for academic achievement. Several self concept tests are described, and bibliographical…
Descriptors: Academic Achievement, Academic Failure, Affective Behavior, Elementary Education
Repeated Academic Failure and Learned Helplessness in the College Classroom.
Omelich, Carol L.; Covington, Martin V. – 1980
Under a mastery learning system students can take successive parallel tests with study interspersed between tests until they demonstrate a minimal level of competency. For most students, such procedures increase final performance, yet some may experience repeated subjective failure. Self-worth theory predicts that repeated failure in the face of…
Descriptors: Academic Failure, Affective Behavior, Attribution Theory, College Students
The Development of Gender Differences in Affective Expression and in the Relationship between Mood and Achievement-Related Self-Judgments
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Reber, Rolf; Flammer, August – European Journal of Psychology of Education, 2002
In this study, 434 children and adolescents completed the Control-, Agency-, and Means-ends beliefs Interview (CAMI). Moreover, we asked for current mood-state and achievement-related affect after success and failure at school. There was no gender difference in achievement-related affective expression in children (9 and 10 years old), but there…
Descriptors: Females, Adolescents, Gender Differences, Males