认知对习得性无助发展的影响。

Cognitive influences on the development of learned helplessness.

作者信息

Danker-Brown P, Baucom D H

出版信息

J Pers Soc Psychol. 1982 Oct;43(4):793-801. doi: 10.1037//0022-3514.43.4.793.

DOI:10.1037//0022-3514.43.4.793

Abstract

College students (N = 120) participated in experiment concerning the influence of self-statements following failure on subsequent symptoms of learned helplessness. One third of the students were given solvable concept-formation problems (nonhelpless condition) and two thirds were given unsolvable concept-formation problems (helpless condition). A multivariate analysis of variance revealed a significant difference between helpless and nonhelpless students on cognitive/motivational and affective measures of learned helplessness and on self-statements regarding performance. However, when multiple regression and correlational analyses were performed within the group of students who failed the concept-formation problems, no stable relationship was found between self-statements (cognitions) about concept-formation performance and the measures of learned helplessness. The implications of these results for Beck's (1967) cognitive model of depression and the reformulated learned helplessness model of depression (Abramson, Seligman, & Teasdale, 1978) are discussed.

摘要

120名大学生参与了一项关于失败后自我陈述对后续习得性无助症状影响的实验。三分之一的学生被给予可解决的概念形成问题（非无助条件），三分之二的学生被给予不可解决的概念形成问题（无助条件）。一项多变量方差分析显示，在习得性无助的认知/动机和情感测量以及关于表现的自我陈述方面，无助组和非无助组学生之间存在显著差异。然而，当在概念形成问题测试失败的学生组内进行多元回归和相关分析时，未发现关于概念形成表现的自我陈述（认知）与习得性无助测量之间存在稳定关系。本文讨论了这些结果对贝克（1967年）的抑郁症认知模型以及重新构建的抑郁症习得性无助模型（阿布拉姆森、塞利格曼和蒂斯代尔，1978年）的启示。