Learned helplessness &_control

LEARNED LEARNED HELPLESSNESS AND HELPLESSNESS AND

CONTROLCONTROL

Damon BurtonDamon Burton

University of IdahoUniversity of Idaho

What is “learned What is “learned helplessness?”helplessness?”

LEARNED LEARNED HELPLESSNESS HELPLESSNESS

DEFINEDDEFINED • Learned helplessness – Learned helplessness – is the is the

belief that “we can’t change the belief that “we can’t change the course of negative events—that course of negative events—that failure is inevitable and failure is inevitable and insurmountable.” insurmountable.”

• Learned helplessnessLearned helplessness is about is about responses to responses to failurefailure NOTNOT successsuccess

• Learned helplessnessLearned helplessness is a is a control control NOTNOT a a competencecompetence problem. problem.

ORIGINS OF ORIGINS OF HELPLESSNESS HELPLESSNESS

ACADEMIC LEARNED ACADEMIC LEARNED HELPLESSNESS HELPLESSNESS

• Many accomplished students shied away from Many accomplished students shied away from challenge and fell apart in the face of setbacks.challenge and fell apart in the face of setbacks.

• Many less skilled students seized challenges with Many less skilled students seized challenges with relish and were energized by setbacks.relish and were energized by setbacks.

• Many skills students questioned or condemned Many skills students questioned or condemned their intelligence when they failed.their intelligence when they failed.

• Many less skilled students never questioned their Many less skilled students never questioned their ability or even felt they failed.ability or even felt they failed.

HELPLESS VERSUS HELPLESS VERSUS

MASTERY PATTERNSMASTERY PATTERNS • ““Learned helplessness” (LH) patternsLearned helplessness” (LH) patterns – initially the belief – initially the belief

that failure was beyond their control and nothing could be that failure was beyond their control and nothing could be done. done.

• Updated to include denigration of intelligence, plunging Updated to include denigration of intelligence, plunging expectations, negative emotions, low persistence and expectations, negative emotions, low persistence and deteriorating performance. deteriorating performance.

• ““Mastery-oriented” (MO) patterns –Mastery-oriented” (MO) patterns – was the hardy belief was the hardy belief that success are replicable and mistakes rectifiable. To that success are replicable and mistakes rectifiable. To them, failure is surmountable so they remained focused on them, failure is surmountable so they remained focused on mastery in spite of their present difficulties. mastery in spite of their present difficulties.

DIENER & DWECK DIENER & DWECK RESEARCHRESEARCH

55thth & 6 & 6thth graders were identified as graders were identified as mastery or helpless and then solved a mastery or helpless and then solved a series of math problemsseries of math problems

First 8 problems could be solved, but the First 8 problems could be solved, but the next 4 problems were beyond their skillsnext 4 problems were beyond their skills

Researchers assessed problem-solving Researchers assessed problem-solving strategies used and thoughts and strategies used and thoughts and feelings expressed while the kids feelings expressed while the kids worked on the problems with a “talk worked on the problems with a “talk aloud” strategy.aloud” strategy.

FREQUENCY OF FREQUENCY OF HELPLESS BEHAVIORHELPLESS BEHAVIOR

Results across many Results across many studies show that studies show that • mastery patterns -- mastery patterns -- 40%40%

• helpless patterns -- helpless patterns -- 40%40%

• neutral patterns -- neutral patterns -- 10-10-15%15%

HELPLESS RESULTSHELPLESS RESULTS

Both groups were equally successful Both groups were equally successful and positive on the success problems.and positive on the success problems.

Over one-third of helpless students Over one-third of helpless students denigrated their abilities and blamed denigrated their abilities and blamed their intelligence for their failure.their intelligence for their failure.

LH students believed they had more LH students believed they had more failure than success.failure than success.

Two-thirds expressed negative affect Two-thirds expressed negative affect during failure from boredom to during failure from boredom to anxiety.anxiety.

HELPLESS RESULTSHELPLESS RESULTS

Their focus went to “saving face” Their focus went to “saving face” rather than solving the problem.rather than solving the problem.

off-task thoughts (e.g., role in play)off-task thoughts (e.g., role in play) changed rules feel successfulchanged rules feel successful

Performance plummeted because of Performance plummeted because of use of poor problem-solving use of poor problem-solving strategiesstrategies

Other research that allowed students Other research that allowed students to go back to success problems found to go back to success problems found serious deterioration in performance serious deterioration in performance following failure.following failure.

MASTERY RESULTSMASTERY RESULTS

Mastery students didn’t focus Mastery students didn’t focus on the reasons for failure.on the reasons for failure.

They didn’t seem to believe They didn’t seem to believe they were failing.they were failing.

MO students gave themselves MO students gave themselves cognitive and motivational cognitive and motivational instructions on how to improve instructions on how to improve their performance. their performance.

All used self-monitoring and All used self-monitoring and self-instruction.self-instruction.

MASTERY RESULTSMASTERY RESULTS

They remained confident and They remained confident and optimistic.optimistic.

They relished the challenge of They relished the challenge of overcoming failure.overcoming failure.

80% maintained or improved the 80% maintained or improved the quality of their problem-solving quality of their problem-solving strategies.strategies.

25% improved and taught 25% improved and taught themselves new strategiesthemselves new strategies

Failure was not a “personal Failure was not a “personal indictment” but a indictment” but a “challenge.”“challenge.”

CLASSROOM CLASSROOM CONFIRMATION STUDYCONFIRMATION STUDY

Licht & Dweck (1984) asked students to Licht & Dweck (1984) asked students to read a booklet and take a mastery test.read a booklet and take a mastery test.

Form A had a confusing passage Form A had a confusing passage promoting failure and Form B didn’t.promoting failure and Form B didn’t.

Both mastery and helpless students Both mastery and helpless students performed well on the “success booklet.”performed well on the “success booklet.”

72% of helpless and 68% of mastery 72% of helpless and 68% of mastery students got all 7 questions correct.students got all 7 questions correct.

72% of mastery but only 35% of helpless 72% of mastery but only 35% of helpless were able to master the “failure booklet.” were able to master the “failure booklet.”

HELPLESSNESS HELPLESSNESS IMPLICATIONSIMPLICATIONS

Eventually we all must confront Eventually we all must confront failure situations.failure situations.

Do students choose to accept difficult Do students choose to accept difficult challenges or avoid them by selecting challenges or avoid them by selecting easy tasks that guarantee success? easy tasks that guarantee success?

““Challenge seekers” Challenge seekers” will normally be will normally be highly successful in anything the do, highly successful in anything the do, whereaswhereas “challenge avoiders” “challenge avoiders” will will often not perform well when often not perform well when confronting failure and adversity.confronting failure and adversity.

ROLE OF GOALS IN ROLE OF GOALS IN HELPLESSNESSHELPLESSNESS

Elliott & Dweck (1988) Elliott & Dweck (1988) found that found that helpless and mastery students helpless and mastery students have different goals. have different goals.

““Performance goals” Performance goals” are about are about winning positive judgments winning positive judgments about your competence and about your competence and avoiding negative ones. avoiding negative ones.

Performance goal setters want to Performance goal setters want to look smart and avoid looking look smart and avoid looking dumb. dumb.

ROLE OF GOALS IN ROLE OF GOALS IN HELPLESSNESSHELPLESSNESS

““Learning goals” Learning goals” are focused on are focused on increasing competence. They increasing competence. They promote learning new skills, promote learning new skills, mastering new tasks and mastering new tasks and understanding new material. understanding new material.

Learning goal setters want to get Learning goal setters want to get smarter.smarter.

The focus is on The focus is on processprocess rather rather than than productproduct——learninglearning rather rather than than achieving.achieving.

WHICH IS MORE WHICH IS MORE IMPORTANT? IMPORTANT?

In the real world, learning and In the real world, learning and performance goals are often in performance goals are often in conflict.conflict.

Do they choose tasks that make Do they choose tasks that make them look smart or ones that them look smart or ones that help them learn as much as help them learn as much as possible? possible?

Overemphasis on Overemphasis on performance performance goals goals can can hurt learning hurt learning in the in the quest to look smart or talented.quest to look smart or talented.

GOALS CREATE GOALS CREATE MOTIVATION PATTERNS MOTIVATION PATTERNS

Elliott & Dweck (1988) gave 5Elliott & Dweck (1988) gave 5thth graders either a performance or a graders either a performance or a learning goal.learning goal.

Both groups got a series of Both groups got a series of successes on the same task followed successes on the same task followed by several difficult problems.by several difficult problems.

Many students in the performance Many students in the performance goal task showed the helpless goal task showed the helpless pattern.pattern.

IMPACT OF ABILITY IMPACT OF ABILITY

Most students in the learning Most students in the learning goal condition demonstrated goal condition demonstrated mastery patterns. mastery patterns.

Students with Students with performance performance goalsgoals who were convinced they who were convinced they had had high abilityhigh ability were more were more likely to demonstrate likely to demonstrate mastery mastery patterns.patterns.

AbilityAbility made no difference for made no difference for students with students with learning goals. learning goals.

IMPACT OF IMPACT OF REAL WORLD GOALSREAL WORLD GOALS

Farrell & Dweck (1985) gave junior high Farrell & Dweck (1985) gave junior high students new science material. students new science material.

After a week of learning, students were After a week of learning, students were tested on new kinds of problems.tested on new kinds of problems.

On the novel problems, learning goal On the novel problems, learning goal students students

• scored significantly higher.scored significantly higher.

• produced 50% more workproduced 50% more work

• tried to apply principles to solve the tried to apply principles to solve the problemsproblems

How do we help How do we help students or athletes students or athletes who are learned who are learned helpless to overcome helpless to overcome this problem? this problem?

ATTRIBUTION ATTRIBUTION RETRAINIRETRAININGNG

Group 1Group 1 received received only successesonly successes Group 2 Group 2 received received mostly successesmostly successes, ,

but they were taught to but they were taught to attribute attribute failure to low effort or other failure to low effort or other internal-stable-controllable factors.internal-stable-controllable factors.

Results showed no improvement for Results showed no improvement for Group 1Group 1

Group 2Group 2 showed showed no impairment no impairment following failure following failure and and most actually most actually improved.improved.

What are the What are the limitations of limitations of “attribution “attribution retraining” in sport?retraining” in sport?

ORIGINS VERSUS ORIGINS VERSUS PAWNSPAWNS OriginsOrigins – a person who feels – a person who feels

that he is in control of his fate. that he is in control of his fate. He feels that the cause for his He feels that the cause for his behavior is within himself.behavior is within himself.

PawnsPawns – persons who feel – persons who feel pushed around. They are the pushed around. They are the puppet and someone else is puppet and someone else is pulling the strings. They have pulling the strings. They have an external locus of control.an external locus of control.

ORIGIN AND PAWN ORIGIN AND PAWN COMPARISONCOMPARISON

OriginsOrigins

positively positively motivatedmotivated

optimisticoptimistic confidentconfident accepts accepts

challengeschallenges feels potentfeels potent competent & competent &

committedcommitted

PawnsPawns

negatively negatively motivatedmotivated

defensivedefensive irresoluteirresolute avoids challengesavoids challenges powerlesspowerless aimlessaimless

De CHARMS ST LOUIS De CHARMS ST LOUIS SCHOOL STUDYSCHOOL STUDY

3 year study in 43 year study in 4thth through 6 through 6thth grades grades of East St Louis elementary schoolsof East St Louis elementary schools

Week-long workshop to train Week-long workshop to train teachers and have them design teachers and have them design activities to teach principles to their activities to teach principles to their kidskids

Teachers implemented one activity Teachers implemented one activity per week throughout the school yearper week throughout the school year

Kids were pre and post tested each Kids were pre and post tested each year.year.

De CHARMS’ RESULTSDe CHARMS’ RESULTS

Kids academic progress was Kids academic progress was closer to their suburban peers closer to their suburban peers each year of the study.each year of the study.

Absenteeism and discipline Absenteeism and discipline referrals declined steadilyreferrals declined steadily

Enjoyment of school and Enjoyment of school and attitude of kids and their attitude of kids and their parents rose steadilyparents rose steadily

SELIGMAN’S SELIGMAN’S EXPLANATORY STYLEEXPLANATORY STYLE

PermanencePermanence – – Helpless people Helpless people believe believe the causes of bad events that happen the causes of bad events that happen to them are permanent. They believe to them are permanent. They believe bad events will persist and will always bad events will persist and will always affect their lives. affect their lives.

People who resist helplessness People who resist helplessness believe believe the causes of bad events are the causes of bad events are temporary. People who believe good temporary. People who believe good events have permanent causes are events have permanent causes are more optimistic than people who more optimistic than people who believe they have temporary causes.believe they have temporary causes.


PervasivenessPervasiveness – – Helpless people Helpless people who make who make universaluniversal explanations for their failures give explanations for their failures give up on everything when failure strikes in one up on everything when failure strikes in one area. People who make area. People who make specificspecific explanations explanations may become helpless in one part of the life may become helpless in one part of the life but march stalwartly on in the others. but march stalwartly on in the others.

Optimists Optimists believe that bad events have believe that bad events have specific causes while good events will specific causes while good events will enhance everything they do. The pessimist enhance everything they do. The pessimist believes that bad events have universal believes that bad events have universal causes and that good events are caused by causes and that good events are caused by specific factors.specific factors.


HopeHope – Hope is the art of finding – Hope is the art of finding temporary and specific causes for temporary and specific causes for misfortune. misfortune. Temporary causes Temporary causes limit limit helplessness in time, and helplessness in time, and specific specific causescauses limit helplessness to the limit helplessness to the original situation.original situation.

Permanent causes Permanent causes produce produce helplessness far into the future, and helplessness far into the future, and universal causes universal causes spread helplessness spread helplessness thru all of our lives and activitiesthru all of our lives and activities


PersonalizationPersonalization – – People who blame People who blame themselves when they fail themselves when they fail have low have low self-esteem as a consequence. They self-esteem as a consequence. They think they are worthless, talentless think they are worthless, talentless and unlovable. and unlovable.

People who blame external events People who blame external events when they fail when they fail believe do not lose self-believe do not lose self-esteem when bad events strike. On esteem when bad events strike. On the whole, they like themselves better the whole, they like themselves better than people who blame themselves than people who blame themselves do.do.

WEST POINT STUDYWEST POINT STUDY

1200 plebes are admitted each year 1200 plebes are admitted each year for Beast Barracks in Julyfor Beast Barracks in July

6 quit the first day and by the first 6 quit the first day and by the first day of classes 100 of our best day of classes 100 of our best students have quit.students have quit.

Pessimists are much more like to Pessimists are much more like to quit than optimists and their grades quit than optimists and their grades are worse than their ACT scores are worse than their ACT scores predict.predict.

Optimists often overachieve Optimists often overachieve compared to their ACT scores.compared to their ACT scores.

DEPRESSION STUDYDEPRESSION STUDY

In September students are tested In September students are tested for Explanatory Style and for Explanatory Style and depressiondepression

Following the midterm exam, they Following the midterm exam, they were tested for depression again.were tested for depression again.

Results confirmed . . .Results confirmed . . .

• 30% who experienced personal failure 30% who experienced personal failure were depressedwere depressed

• 30% of the pessimists were depressed30% of the pessimists were depressed

• 70% of pessimists who experienced 70% of pessimists who experienced personal failure were depressedpersonal failure were depressed

METROPOLITAN LIFE METROPOLITAN LIFE STUDY: THE PROBLEMSTUDY: THE PROBLEM

Selling insurance requires dealing Selling insurance requires dealing with frequent rejection and with frequent rejection and failure.failure.

Thus, many agents quit each year Thus, many agents quit each year dramatically increasing training dramatically increasing training costs while reducing productivity.costs while reducing productivity.

The insurance industry wants to The insurance industry wants to select agents who are more select agents who are more resilient and handle failure resilient and handle failure constructively.constructively.


Every year 60,000 candidates apply Every year 60,000 candidates apply for jobs as new insurance agents for jobs as new insurance agents and only 5,000 are hired.and only 5,000 are hired.

Even with extensive training, half Even with extensive training, half quit the first year.quit the first year.

By the end of Year 4, 80% have By the end of Year 4, 80% have quit.quit.

Because it costs $30,000 to hire Because it costs $30,000 to hire and train one agent, high turnover and train one agent, high turnover rates are costing companies $75 rates are costing companies $75 million a year.million a year.


Agents find it difficult to Agents find it difficult to experience the rejection of experience the rejection of hearing people tell them “no” hearing people tell them “no” repeatedly. repeatedly.

It’s easy to get discouraged It’s easy to get discouraged as the “no’s” mount, as the “no’s” mount, prompting them to get more prompting them to get more frustrated and pessimistic.frustrated and pessimistic.

METROPOLITAN LIFE METROPOLITAN LIFE ADVANTAGE ADVANTAGE OPTIMISTSOPTIMISTS

200 agents took the Explanatory 200 agents took the Explanatory Styles Inventory and sales results Styles Inventory and sales results compared for both groups.compared for both groups.

Optimists sold 37% more Optimists sold 37% more insurance than pessimists.insurance than pessimists.

For a sample of 104 new agents, For a sample of 104 new agents, pessimists were twice as likely to pessimists were twice as likely to quit as optimists. In fact, 59 of quit as optimists. In fact, 59 of 104 quit.104 quit.


The Agent Selection Questionnaire The Agent Selection Questionnaire (ASQ) is the industry standard for (ASQ) is the industry standard for selecting insurance agents.selecting insurance agents.

Agents with scores in the top half of Agents with scores in the top half of the ASQ sold 20% more insurance the ASQ sold 20% more insurance than those in the bottom half.than those in the bottom half.

Agents in the top quarter sold 50% Agents in the top quarter sold 50% more insurance than those from the more insurance than those from the bottom quarter.bottom quarter.


In an interesting study testing of the In an interesting study testing of the power of optimism, 100 agents were power of optimism, 100 agents were hired who were optimists but failed the hired who were optimists but failed the Insurance Industry’s exam the Career Insurance Industry’s exam the Career Profile. Profile.

This group of special agents outsold This group of special agents outsold pessimists who passed the CP by 21% pessimists who passed the CP by 21% the first year and 57% the second year.the first year and 57% the second year.

They also sold as much as optimists who They also sold as much as optimists who passed the CP and had similar work passed the CP and had similar work histories. histories.

The EndThe End

Learned helplessness &_control

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