TY - JOUR
T1 - Learned Helplessness in Children. A Longitudinal Study of Depression, Achievement, and Explanatory Style
AU - Nolen-Hoeksema, Susan
AU - Girgus, Joan S.
AU - Seligman, Martin E.P.
PY - 1986/8
Y1 - 1986/8
N2 - In this longitudinal study, the depressive symptoms, life events, and explanatory styles of 168 school children were measured five times during the course of 1 year. Measures of school achievement were obtained once during the year. Depressive symptoms and explanatory styles were found to be quite stable over the year. As predicted by the reformulated learned helplessness theory, explanatory style both correlated with concurrent levels of depression and school achievement and predicted later changes in depression during the year. Depression also predicted later explanatory styles. The implications of these results for intervention with children with depressive symptoms or school achievement problems are discussed.
AB - In this longitudinal study, the depressive symptoms, life events, and explanatory styles of 168 school children were measured five times during the course of 1 year. Measures of school achievement were obtained once during the year. Depressive symptoms and explanatory styles were found to be quite stable over the year. As predicted by the reformulated learned helplessness theory, explanatory style both correlated with concurrent levels of depression and school achievement and predicted later changes in depression during the year. Depression also predicted later explanatory styles. The implications of these results for intervention with children with depressive symptoms or school achievement problems are discussed.
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U2 - 10.1037/0022-3514.51.2.435
DO - 10.1037/0022-3514.51.2.435
M3 - Article
C2 - 3746624
AN - SCOPUS:0022764261
SN - 0022-3514
VL - 51
SP - 435
EP - 442
JO - Journal of Personality and Social Psychology
JF - Journal of Personality and Social Psychology
IS - 2
ER -