Fincham F D, Diener C I, Hokoda A
Br J Soc Psychol. 1987 Mar;26 ( Pt 1):1-7. doi: 10.1111/j.2044-8309.1987.tb00754.x.
The attributional style associated with learned helplessness in children is examined in terms of its stability over a six-month period; impact on causal schemata used by children; and association with depressive symptoms. Seventy-three fifth grade children provided attributions for success and failure and were divided into learned helpless and mastery-oriented groups on the basis of the attributions typically associated with these response patterns. The attributional styles were relatively stable, influenced responses to stimuli used to investigate the use of causal schemata and were related to depressive symptoms. These results are discussed in terms of research on learned helplessness in children and several research questions are identified.
从六个月期间的稳定性、对儿童使用的因果图式的影响以及与抑郁症状的关联等方面，对与儿童习得性无助相关的归因风格进行了研究。73名五年级儿童对成功和失败做出了归因，并根据通常与这些反应模式相关的归因被分为习得性无助组和掌握导向组。归因风格相对稳定，影响了对用于调查因果图式使用的刺激的反应，并且与抑郁症状有关。根据对儿童习得性无助的研究对这些结果进行了讨论，并确定了几个研究问题。
