helplessness

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An examination of the reformulated attributional model of learned helplessness and depression in an athletic population.
It is beyond the scope of this purely descriptive study to elucidate the relationship between employment status and learned helplessness, however, a few hypotheses may be considered: (a) individuals who experience learned helplessness may not seek employment, or (b) may be less likely to maintain employment once diagnosed with MS.
the learned helplessness rats) were less able to resist the cancer cells, and less than one-third survived.
Dweck (1989) suggests that there are two especially detrimental expectancy patterns, evaluation anxiety and learned helplessness and that these are related to performance goals.
Learned helplessness is the view that failure is due to an uncontrollable situation and that nothing can be done to change it (Seligman, 1972, 1975).
Learned helplessness and superstitions appear contradictory; in superstitious behavior, people believe they have control over uncontrollable outcomes, and in helplessness such outcomes produce a belief in the futility of responding.
It's important for families to be able to put uncertainty about a family member's medical condition into perspective to avoid learned helplessness and being vulnerable to exhaustion and fatigue.
Mark and Gordon McMinn found that an over-emphasis on the New Testament's model of learned helplessness may lead to self-esteem deficits among evangelicals and deter them from correcting feelings of inadequacy.
In keeping with the components of a learned-helpless orientation isolated in the literature, four indices of learned helplessness were considered: (a) the degree to which subject selected academic tasks at which they felt sure they would succeed ("I pick electives according to how easy I think they will be"); (b) the degree to which they considered errors as incriminating ("I tend to think of my mistakes and bad grades as indications of my inadequacies"); (c) the degree to which they are derailed by complicated challenges ("When I am faced with a complicated question, I get confused by all of the possible answers); and (d) the degree to which they tend to think of teachers as a threat ("It is just a matter of time before my instructors uncover my lack of intelligence").
Hypotheses based upon the theory of learned helplessness were only partially supported.
The collaborative effort of co-authors Robert and Myrna Gordon, "The Turned-Off Child: Learned Helplessness and School Failure" addresses the problem of helping children who is failing in school because they have 'turned off' or become disconnected from the learning process.
As noted by Deaton and Hetica (2001), learned helplessness is a common result of being a survivor of abuse.