Fincham F D, Hokoda A, Sanders R
Department of Psychology, University of Illinois, Daniel, Champaign 61820.
Child Dev. 1989 Feb;60(1):138-45. doi: 10.1111/j.1467-8624.1989.tb02703.x.
The stability of individual differences in test anxiety and learned helplessness over a 2-year period and their relation to concurrent and future school achievement were examined. Several issues regarding the assessment of learned helplessness are also addressed. 82 children were administered measures of test anxiety and helplessness in the third grade and again in the fifth grade. Teachers also provided reports of learned helpless and mastery-oriented behaviors at these 2 grade levels. It was found that: (a) both self-report and teacher-report measures of helplessness were stable over the 2-year period; (b) helplessness in the third grade was related to achievement test scores in the fifth grade; and (c) teacher reports may be a viable means of identifying helplessness. These findings are discussed in terms of cognitive developmental changes in children's understanding of effort and ability, and their implications for the assessment of learned helplessness are outlined.
研究了考试焦虑和习得性无助个体差异在两年期间的稳定性及其与同期和未来学业成绩的关系。还讨论了一些与习得性无助评估相关的问题。对82名儿童在三年级和五年级时分别进行了考试焦虑和无助感的测量。教师也提供了这两个年级学生习得性无助和掌握导向行为的报告。研究发现：（a）两年间，无论是自我报告还是教师报告的无助感测量结果都很稳定；（b）三年级时的无助感与五年级的成绩测试分数相关；（c）教师报告可能是识别无助感的一种可行方法。根据儿童对努力和能力理解的认知发展变化对这些发现进行了讨论，并概述了其对习得性无助评估的意义。
