Children's Ability to Cope with Failure: Implications of a Metacognitive Approach for the Classroom

Cullen, Joy

doi:10.1016/b978-0-12-262302-8.50012-2

Cited by 26 publications

(20 citation statements)

References 68 publications

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“…Research ndings suggest that past academic performance in uences the pattern of attributions. So, children who have a history of poor performance are more likely to attribute failure to low ability (see Cullen, 1985). Moreover, past academic performance may also affect the pattern of attribution indirectly, mediated through academic self-concept.…”

Section: Learned Helplessness and Learning Dif Cultiesmentioning

confidence: 96%

Learned Helplessness and Psychological Adjustment II: Effects of learning disabilities and low achievement

Valås¹

2001

Scandinavian Journal of Educational Research

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The present study, a continuation of Vala Ê s (2001), is concerned with two categories of low achieving students. The focus is particularly on the consequences of being diagnosed as having learning disabilities compared with not having such a diagnosis. The sample consisted of 1833 students with data collected in grades 4, 7 and 9. Multivariate analyses of variances and analyses of structural equation models showed that students with learning disabilities and low achieving students attributed success in mathematics and rst language to ability to a greater extent than other students. They also expressed lower performance expectations in mathematics and verbal skills and showed more helplessness and reported inferior psychological adjustment compared with other students. Moreover, students that were diagnosed as having learning disabilities (LD) and received special education showed more helplessness than the other low achieving children. They also reported lower academic expectations and lower self-esteem. In addition, the results revealed that boys showed more helpless behaviour, as assessed by teachers, than girls. However, on the other hand, girls reported more psychological maladjustment. The conclusion and request is that the process of selection (diagnosing the student as LD) and the organization and implementation of special education should be reconsidered.

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Section: Learned Helplessness and Learning Dif Cultiesmentioning

confidence: 96%

Learned Helplessness and Psychological Adjustment II: Effects of learning disabilities and low achievement

Valås¹

2001

Scandinavian Journal of Educational Research

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“…It is generally observed that children's causal attributions or beliefs can in uence their performances, analyses of the task, self-regulatory processes, and persistence on cognitive tasks (Borkowski et al, 1990;Cullen, 1985;Fincham, Hokoda, & Sanders, 1989;Flavell, 1987;Short & Weissberg-Benchell, 1989). The general purpose of this study was to extend our understanding of the development of causal attributions and causal dimensions in children aged 7 to 11 years.…”

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confidence: 97%

A Developmental Perspective on Children’s Understanding of Causal Attributions in Achievement-related Situations

Normandeau

Gobeil

1998

International Journal of Behavioral Development

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The development of children's understanding of causal attributions for academic situations was investigated. Causal attributions are part of the metacognitive knowledge children have about themselves as problem-solvers. Children (7, 9, 11 years old) were asked to explain the failure or success outcomes of familiar academic situations that they could experience. They rated these causes along the dimensions of locus of causality, controllability, stability, and globality. Results show that children formulated spontaneously a diversity of attributions to explain academic performance. Some age differences were observed in the use of causal attributions: 11-year-old children were more likely to explain their performance by their familiarity with the task, but less likely to mention external factors. Age differences were also observed in children's perception of causal dimensions for attributions to effort and strategy but not to familiarity. With increasing age children perceived these causal attributions to be more internal, more controllable, and less stable. Finally, children perceived attributions to be more controllable, internal, and stable in success than in failure situations. Theoretical and methodological aspects for studying the development of attributions and causal dimensions are discussed.Causal attributions are part of the metacognitive knowledge children have about themselves as problem-solvers (Weinert, 1987) and are often

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“…Dans ce cas, les interactions verbales de l'enseignant avec un enfant peuvent s'avérer bénéfiques pour d'autres lorsque ceux-ci ont la possibilité d'entendre le dialogue et d'y participer. La médiation des pairs, autant que celle de l'enseignant, est considérée comme une condition essentielle à l'émergence d'activités métacognitives (Cullen, 1985;Doly, 1997). De plus, les conflits sociométacognitifs provoqués par l'expression des expériences métacognitives des uns et des autres permettent à la fois d'avoir une meilleure représentation de son propre fonctionnement et d'enrichir son savoir métacognitif en s'appropriant les stratégies d'un autre enfant.…”

Section: Stimuler Chez L'enfant La Conscience De Ses Acquis Et De Leuunclassified

Vers l’énoncé d’interventions susceptibles de favoriser l’émergence de la métacognition chez l'enfant du préscolaire

Portelance

Ouellet

2005

rum

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Ce texte concerne une recherche-action-formation menée en collaboration avec des enseignants du préscolaire d’une école de milieu urbain défavorisé et pluriethnique, fréquentée par des enfants qui connaissent à peine le français au début de leur scolarisation. L’étude a comme principal objectif la connaissance et la compréhension des interventions pédagogiques susceptibles de favoriser le développement métacognitif de jeunes élèves.Nous précisons le contexte et la problématique de la recherche avant d’exposer, à la lumière de la littérature sur la métacognition, le cadre conceptuel sur lequel la recherche s’appuie. Un survol d’écrits sur la recherche collaborative précède la présentation de la démarche utilisée avec les participants. La présentation des résultats porte sur l’appropriation du concept de métacognition et de ses manifestations ainsi que l’identification des interventions pédagogiques qui semblent prometteuses et celle des impacts perçus sur le développement métacognitif des enfants.This text is about an action/formation research that was conducted in collaboration with preschool teachers working within a pluriethnic institution attended by students who barely know French at the beginning of their schooling. The major goal of this study is to acquire a better knowledge and understanding of pedagogical interventions that are most likely to foster the metacognitive development of young students.The research context and problem are specified before explaining the conceptual framework of the study in relation to the literature on metacognition, An overview of the literature on collaborative research precedes the presentation of the process used during the first year of the study. The results are related to the understanding of metacognition and its manifestations as well as to the identification of appropriate pedagogical interventions and of metacognitive capacities of children

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Children's Ability to Cope with Failure: Implications of a Metacognitive Approach for the Classroom

Cited by 26 publications

References 68 publications

Learned Helplessness and Psychological Adjustment II: Effects of learning disabilities and low achievement

Learned Helplessness and Psychological Adjustment II: Effects of learning disabilities and low achievement

A Developmental Perspective on Children’s Understanding of Causal Attributions in Achievement-related Situations

Vers l’énoncé d’interventions susceptibles de favoriser l’émergence de la métacognition chez l'enfant du préscolaire

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