Coping with AchievementRelated Failure An Examination of应对与成绩相关的失败.pptVIP

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2016-12-30 发布于上海
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Coping with AchievementRelated Failure An Examination of应对与成绩相关的失败.ppt

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Coping with Achievement-Related Failure: An Examination of Conversations Between Friends Ellen Rydell Altermatt, Elizabeth Broady, Taryn Bellgard Hanover College Funded by National Science Foundation Grant BCS-0236678 Responses to Achievement-Related Failure Mastery-oriented approach (Dweck, 1986) Maintain high expectations for future success Report positive affect Demonstrate persistence in the face of challenge Learned helpless approach (Dweck, 1986) Have diminished expectations for future success Report negative affect Fail to persist in the face of challenge What Role Do Social Interactions Play? Hokoda and Fincham (1995) Mothers of mastery-oriented children were more likely to offer assistance when their children requested it. Mothers of mastery-oriented children were less likely to respond to self-critical statements (e.g., “I can’t do it.”) by suggesting that their children discontinue the activity. Why Friends? Children spend a substantial amount of time with friends (e.g., Larson Richards, 1991) Children seek the support and advice of friends during times of stress (e.g., Causey Dubow, 1992) Research Questions What are the features of children’s conversations with friends following achievement-related failure? Are the features of children’s conversations related to changes in their responses to failure over time? Participants Fourth, fifth, and sixth grade students 116 friendship dyads 40 male dyads, 76 female dyads 70% Caucasian, 14% African-American, 7% Latino Procedure Ice-breaker activity Children worked on puzzles in separate rooms Focal child received unsolvable puzzles Friend received either solvable (success condition) or unsolvable puzzles (failure condition) Children were reunited to discuss the task Children work on a final set of solvable problems Questionnaires Mastery-Orientated Beliefs Baseline, Post-Failure, Post-discussion Sample Items “I want to do the puzzles.” “I am confident that I will do well on the puzzles.” Reliab