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Expectations and what people learn from failure
... The concept of persistence describes steadfast, in-the-moment effort in the face of challenge-refusing to quit by continuing one's particular effort before the task is accomplished. Scholars posit persistence does not alone guarantee accomplishment, but accomplishment is often unattainable without it [41][42][43][44]. ...
... Often measured as a result of a different variable in which researchers were more interested, persistence coexists with several outcomes facilitative of in-themoment learning. For instance, there is much evidence of a symbiotic relationship between persistence and self-efficacy in the context of students engaging in learning activities of various structures [41][42][43][44]55,65,70,[73][74][75]. Bandura and Schunk [55] explored the effects of encouraged goal structures in an elementary-age self-directed mathematics learning environment. ...
Learning mathematics with understanding involves productively struggling to make connections between different mathematical ideas. Such productive struggle is associated with three primary constructs: grit, persistence, and perseverance. Each of these constructs has a distinct definition, background, and implied utility in mathematics education research. However, these constructs are often colloquially conceptualized as synonyms, leading to a misconception of what can be learned through the lens of each construct. The purpose of this paper is to carefully examine the literature on grit, persistence, and perseverance and to review and distinguish the ways in which these constructs offer insights into learning mathematics with understanding.
... Flexible coping strategies have been associated with more mature ego processes (Haan, 1977) and resiliency (Murphy & Moriarty, 1976). It appears that people who adapt best to stressful encounters are those who have available a range of coping strategies, which they are able to use flexibly in response to situational demands (Janoff- Bulman & Brickman, 1980;Silver & Wortman, 1980). A review of the factor analytic studies conducted on the Ways of Coping Scale (Aldwin & Revenson, 1987;Lazarus & Folkman, 1984) reveals that five factors emerge consistently: Planful Problem-Solving, Seeking Social Support, Distancing, Accepting Responsibility, and Positive Reappraisal. ...
Despite inconsistent findings, studies of how people adapt to threatening events continue to focus on the impact of self-blame. We review 25 published studies that have reported, usually as an incidental finding, the adaptational impact of blaming others for threatening events. Blaming others for one's misfortune is associated with impairments in emotional well-being and physical health. Five potential explanations for this relation are examined. Three are derived from a psychoanalytic perspective that views blaming others as a developmental diathesis. The other two—learned helplessness and excuse theory—come from the social psychology literature. We demonstrate that none of these theories explain the observed pattern of findings and that the evidence to date poses some genuine challenges to psychodynamic and social psychological theories of adaptation to life crises. We then present a model that differentiates situational factors and personal characteristics influencing the occasion for blaming others from intrapersonal and interpersonal factors that make such blaming maladaptive. A conceptual and empirical shift in focus from self-blame to other-blame may yield heuristic benefits.
... Theory and research suggest that people tend to view the past as more uncontrollable, more inevitable, and influenced more by inherent traits such as, intelligence and cognitive complexity (Janoff-Bulman & Brickman, 1981;Fischoff, 1975;Miller & Porter, 1980). In contrast, people appear to think of the future as more controllable (Taylor, 1983) and more open to volition and effort. ...
Hypotheses were tested regarding the effects of subjective current, retrospected, and anticipated person-environment fit on affective and somatic strain and well-being. Two-hundred seven university students preparing for annual academic examinations at an Indian university completed self-administered questionnaires measuring parameters of the hypotheses. A distinction was made between cognitive (e.g., meeting demands for intelligence, good memory) and motivational (e.g., being able to muster the effort) fit. Cognitive poor fit had a greater effect on predicting high levels of strain across all time frames but did best in the past and current frames. Motivational poor fit had its greatest effect on strain when poor fit dealt with anticipated or current fit. These findings are discussed in terms of hypotheses, which suggest that the more subjectively uncontrollable a dimension of fit, the more salient it is in the past time frame, whereas the more subjectively controllable the dimension, the more salient it is in the future time frame.
... According to research studies (e.g., [41][42][43]), low self-esteem leads the learner to set unsuccessful goals with fewer challenges in order to escape failure. On the other hand, high self-esteem leads the learner to face more challenges out of pride. ...
For master’s degree students, self-regulated learning research is limited, even though the number of online learners has exploded in recent years, especially after the international COVID-19 pandemic. This study investigated the effect of a self-regulated learning guide to help students act somewhat more autonomously. To collect the data, a self-regulated learning guide along with a questionnaire and an achievement test was used. Forty master’s degree students (20 students in each group) participated in this study; they were distributed into two groups (A and B). Group A attended online classes with their instructor, while Group B students attended online classes and received the learning guide to help them pinpoint specific strategies in the given learning context. This paper presents the results obtained from the questionnaire distributed to the students and their end-of-course test results by comparing estimated with the actual performance scores. The study concluded that providing students with a learning guide helps them regulate their learning effectively.
The main topic of this study is social competition and its relation to depression in evolutionary terms. It was hypothesised that failure in social competition would be positively and success in social competition would be negatively associated with depression. Two inventories were employed: one self-devised on success and failure in social competition terms, and another on depression, called the BDI-II. Participants were 53 teachers from a town in Northern Greece who rated both inventories. The findings have shown that failure and success in social competition did not associate to depression for correlations were not significant; no significant correlations were also found on success and failure with depression across gender and separately for men and women; and finally, that correlations between success and failure items selected from the self-devised inventory were found as well not significant across gender and separately for men and women. In an evolutionary context, there were discussed issues of lowered perceptions of success following depression during social competition and issues on the maladaptiveness of success, failure and depression. One of the strengths of this study was that findings have shown that failure may not be associated to depression. One limitation, that the sample should have been drawn from a British audience and not otherwise.
Wild orangutans ( Pongo spp.) rescued from human-wildlife conflict must be adequately rehabilitated before being returned to the wild. It is essential that released orangutans are able to cope with stressful challenges such as food scarcity, navigating unfamiliar environments, and regaining independence from human support. Although practical skills are taught to orangutans in rehabilitation centres, post-release survival rates are low. Psychological resilience, or the ability to ‘bounce back’ from stress, may be a key missing piece of the puzzle. However, there is very little knowledge about species-appropriate interventions which could help captive orangutans increase resilience to stress. This scoping review summarises and critically analyses existing human and non-human animal resilience literature and provides suggestions for the development of interventions for orangutans in rehabilitation. Three scientific databases were searched in 2021 and 2023, resulting in 63 human studies and 266 non-human animal studies. The first section brings together human resilience interventions, identifying common themes and assessing the applicability of human interventions to orangutans in rehabilitation. The second section groups animal interventions into categories of direct stress, separation stress, environmental conditions, social stress, and exercise. In each category, interventions are critically analysed to evaluate their potential for orangutans in rehabilitation. The results show that mild and manageable forms of intervention have the greatest potential benefit with the least amount of risk. The study concludes by emphasising the need for further investigation and experimentation, to develop appropriate interventions and measure their effect on the post-release survival rate of orangutans.
Psychology has increasingly turned to the study of psychosocial resources in the examination of well-being. How resources are being studied and resource models that have been proffered are considered, and an attempt is made to examine elements that bridge across models. As resource models span health, community, cognitive, and clinical psychology, the question is raised of whether there is overuse of the resource metaphor or whether there exists some underlying principles that can be gleaned and incorporated to advance research. The contribution of resources for understanding multicultural and pan-historical adaptation in the face of challenge is considered.
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