Brunstein J C
Z Exp Angew Psychol. 1989;36(3):349-67.
The present study assessed different effects of action-oriented versus state-oriented styles of coping with failure on achievement-related performance and cognition. In a learned helplessness experiment, students were exposed to an academic failure situation and were then tested on a series of problem-solving tasks, either immediately after the pretreatment or after a delay of 24 hours. Performance and cognitive concomitants were measured during both experimental periods. Results demonstrated that action orientation was associated with self-immunizing cognitions during helplessness training. Action-oriented participants improved their performance level even after repeated failure feedbacks. Moreover, action-oriented students assigned to the delayed test condition responded with increased striving for success and showed performance increments, even in comparison with control subjects. In contrast, state-oriented participants developed symptoms of helplessness and showed impaired performance during failure inductions. In later tests on problem-solving tasks, state-oriented groups responded with increased fear of failure. Independent of immediate or delayed test conditions, they soon lapsed into new performance decrements.
本研究评估了应对失败时行动导向型与状态导向型应对方式对与成就相关的表现和认知的不同影响。在一项习得性无助实验中，学生们面临学业失败的情境，然后在预处理后立即或延迟24小时后接受一系列解决问题任务的测试。在两个实验阶段都对表现和认知伴随因素进行了测量。结果表明，行动导向与无助训练期间的自我免疫认知相关。即使在多次失败反馈后，行动导向型参与者的表现水平仍有所提高。此外，被分配到延迟测试条件下的行动导向型学生表现出对成功的追求增加，并且即使与对照组相比也有表现提升。相比之下，状态导向型参与者出现了无助症状，并且在失败诱导期间表现受损。在后来的解决问题任务测试中，状态导向型组对失败的恐惧增加。无论测试条件是即时还是延迟，他们很快就会再次出现表现下降。
