Causal attributions and task persistence of learned-helpless and mastery-oriented sixth graders in math, physical education, and reading

The purpose of this Investigation was to document the existence and study the globalness of the learned-helpless phenomenon among sixth graders. Students were Identified as learned helpless or mastery oriented based on their scores on a modified form of the Intellectual Achievement Responsibility CIAR) Scale (Crandall, Katkovsky, & Crandall, 1965) and ratings from their math, physical education, and reading teachers. A total of 23 students were identified and Included in the study from a populations of 197. This sample included 11 students classified as learned helpless (7 male and 4 female) and 12 students classified as mastery oriented (7 male and 5 female)