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Maladaptive Achievement Patterns in Students: The Role of Teachers' Controlling Strategies
Author(s) -
Boggiano Ann K.,
Katz Phyllis
Publication year - 1991
Publication title -
journal of social issues
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.618
H-Index - 122
eISSN - 1540-4560
pISSN - 0022-4537
DOI - 10.1111/j.1540-4560.1991.tb01833.x
Subject(s) - psychology , persistence (discontinuity) , developmental psychology , autonomy , preference , task (project management) , social psychology , academic achievement , face (sociological concept) , social science , geotechnical engineering , management , sociology , political science , law , economics , microeconomics , engineering
Guided by a theoretical model of academic achievement, the studies described here employed a multimethod approach to explore the interplay of factors that lead some children to strive harder in the face of failure and others to exhibit a maladaptive “helpless” response pattern. Converging evidence from laboratory and field research demonstrates that children with extrinsic motivational styles are more susceptible to helpless behavior, particularly when adults teach by use of controlling strategies (e.g., rewards, exhortations, evaluative cues). Autonomy‐inducing techniques that focus the child more upon intrinsic aspects of the task, however, elicit better performance, more persistence, and greater preference for challenge. Nevertheless, parents and teachers paradoxically believe controlling strategies are more effective. The implications of this disparity between empirical findings and adult beliefs are discussed.