Boggiano A K, Barrett M
J Pers Soc Psychol. 1985 Dec;49(6):1753-61. doi: 10.1037//0022-3514.49.6.1753.
The present study examined the hypothesis that the effect of failure feedback in producing learned helplessness would depend on the motivational orientation of a child. Extrinsically motivated children were predicted to exhibit performance decrement following a failure experience, whereas the opposite was predicted for intrinsically motivated children. In addition, success feedback was predicted to enhance subsequent performance only for the intrinsic group. Following success, failure, or no feedback on an activity reflecting spatial skills (an incomplete picture task), subjects' performance on an activity tapping different skills (i.e., anagrams) provided by a second experimenter served as the primary measure of helplessness. Subjects' intrinsic motivation in performing the incomplete picture task, a similar task (embedded figures) and a dissimilar task (dots-to-dots) was also examined. The results supported the predictions on both performance and intrinsic motivation measures. The results are discussed in terms of implications for learned helplessness as well as cognitive evaluation theories.
本研究检验了这样一种假设，即失败反馈在产生习得性无助方面的效果将取决于儿童的动机取向。预计外在动机驱动的儿童在经历失败后会表现出成绩下降，而内在动机驱动的儿童则预计会出现相反的情况。此外，预计成功反馈只会提高内在动机组的后续成绩。在一项反映空间技能的活动（一项不完整图片任务）上得到成功、失败或无反馈后，由第二位实验者提供的一项考察不同技能（即字谜游戏）的活动中受试者的表现，作为无助感的主要衡量指标。还考察了受试者在执行不完整图片任务、一项类似任务（镶嵌图形）和一项不同任务（连点成图）时的内在动机。结果支持了在成绩和内在动机测量方面的预测。将根据对习得性无助以及认知评价理论的影响来讨论这些结果。
