Aller directement au menu principal Aller directement au contenu principal Aller au pied de page
Cortica

Cortica Incubator

Vol. 1 No. 2 (2022): Cortica II : Remue-méninges de la santé mentale

L’impuissance apprise ou Learned Helplessness au service de l’apprentissage : Suis-je capable ?

  • Stéphane Mühlemann
DOI
https://doi.org/10.26034/cortica.2022.3144
Soumise
September 5, 2022
Publié-e
2022-09-20

Résumé

Le but de ce “Cortica Incubateur” est de sensibiliser les intervenants psycho-sociaux, formateurs d’adultes ainsi que les apprenants à la compréhension et aux conséquences de l’impuissance apprise qui les limitent dans leurs comportements de manière inconsciente en générant un sentiment de résignation. Je souhaite développer un projet afin de le mettre en pratique par la suite : Outiller ces professionnels ainsi que les apprenants à travers les ateliers Go/Nogo. Le message à faire passer est, « non seulement tu peux faire des erreurs, mais en plus elles sont nécessaires pour apprendre. Le pouvoir d’apprendre de celles-ci est de s’auto-observer, pratiquer le pas de recul et prendre le contrôle de la situation ». L’impact souhaité auprès des intervenants ainsi que des apprenants est d’atteindre une prise de conscience; leur permettre de développer des attitudes favorables à l’apprentissage ; réduire les peurs ou les angoisses qui en découlent ;

surmonter leurs biais et distorsions cognitifs ; développer leur motivation à l’apprentissage et repousser leurs limites.

Références

  1. Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978). Learned helplessness in humans: critique and reformulation. J Abnorm Psychol, 87(1), 49-74. https://www.ncbi.nlm.nih.gov/pubmed/649856 DOI: https://doi.org/10.1037/0021-843X.87.1.49
  2. Allen, J. G. (2003). Mentalizing. Bull Menninger Clin, 67(2), 91-112. https://doi.org/10.1521/bumc.67.2.91.23440 DOI: https://doi.org/10.1521/bumc.67.2.91.23440
  3. Allen, J. G. (2020). Handbook of Mentalizing in Mental Health Practice, Second Edition. J Psychiatr Pract, 26(2), 160-161. https://doi.org/10.1097/PRA.0000000000000454 DOI: https://doi.org/10.1097/PRA.0000000000000454
  4. Alloy, L. B., Peterson, C., Abramson, L. Y., & Seligman, M. E. (1984). Attributional style and the generality of learned helplessness. Journal of Personality and Social Psychology, 46(3), 681-687. https://doi.org/10.1037//0022-3514.46.3.681 DOI: https://doi.org/10.1037/0022-3514.46.3.681
  5. Amodio, D. M., & Frith, C. D. (2006). Meeting of minds: the medial frontal cortex and social cognition. Nat Rev Neurosci, 7(4), 268-277. https://doi.org/10.1038/nrn1884 DOI: https://doi.org/10.1038/nrn1884
  6. Back, M. D., Schmukle, S. C., & Egloff, B. (2009). Predicting actual behavior from the explicit and implicit self-concept of personality. Journal of Personality and Social Psychology, 97(3), 533-548. https://doi.org/10.1037/a0016229 DOI: https://doi.org/10.1037/a0016229
  7. Bandura, A. (1977). Self-Efficacy - toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. https://doi.org/Doi 10.1037/0033-295x.84.2.191 DOI: https://doi.org/10.1037/0033-295X.84.2.191
  8. Bandura, A. (1986a). The Explanatory and Predictive Scope of Self-Efficacy Theory. Journal of Social and Clinical Psychology, 4(3), 359-373. https://doi.org/DOI 10.1521/jscp.1986.4.3.359 DOI: https://doi.org/10.1521/jscp.1986.4.3.359
  9. Bandura, A. (1986b). From Thought to Action - Mechanisms of Personal Agency. New Zealand Journal of Psychology, 15(1), 1-17. ://WOS:A1986E651200001
  10. Bandura, A., Adams, N. E., & Beyer, J. (1977). Cognitive-Processes Mediating Behavioral Change. Journal of Personality and Social Psychology, 35(3), 125-139. https://doi.org/Doi 10.1037/0022-3514.35.3.125 DOI: https://doi.org/10.1037/0022-3514.35.3.125
  11. Bouffard, T. P., P.; Boissicat, N. (2013). Quand se juger meilleur ou moins bon qu’il ne l’est s’avère profitable ou nuisible à l’élève Revue française de pédagogie, 182, 117-140. DOI: https://doi.org/10.4000/rfp.4020
  12. Bourassa, M. M.-M., M.; Philion, R. . (2017). Neurosciences et éducation. Pour apprendre et accompagner Neurosciences et éducation. Pour apprendre et accompagner, sous la direction de Bourassa Michelle, Menot-Martin Mylène, Philion Ruth. . De Boeck Supérieur. DOI: https://doi.org/10.3917/dbu.boura.2017.01
  13. Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91(4), 750-762. https://doi.org/10.1037/0022-3514.91.4.750 DOI: https://doi.org/10.1037/0022-3514.91.4.750
  14. Cerasoli, C. P., & Ford, M. T. (2014). Intrinsic motivation, performance, and the mediating role of mastery goal orientation: a test of self-determination theory. J Psychol, 148(3), 267-286. https://doi.org/10.1080/00223980.2013.783778 DOI: https://doi.org/10.1080/00223980.2013.783778
  15. Cobos-Sanchiz, D., Perea-Rodriguez, M. J., Moron-Marchena, J. A., & Munoz-Diaz, M. C. (2022). Positive Adult Education, Learned Helplessness and the Pygmalion Effect. Int J Environ Res Public Health, 19(2). https://doi.org/10.3390/ijerph19020778 DOI: https://doi.org/10.3390/ijerph19020778
  16. Cook, D. A., & Artino, A. R., Jr. (2016). Motivation to learn: an overview of contemporary theories. Med Educ, 50(10), 997-1014. https://doi.org/10.1111/medu.13074 DOI: https://doi.org/10.1111/medu.13074
  17. Dapp, L. C., & Roebers, C. M. (2021). Metacognition and self-concept: Elaborating on a construct relation in first-grade children. PLoS One, 16(4), e0250845. https://doi.org/10.1371/journal.pone.0250845 DOI: https://doi.org/10.1371/journal.pone.0250845
  18. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/Doi 10.1207/S15327965pli1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
  19. Di Domenico, S. I., & Ryan, R. M. (2017). The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. Front Hum Neurosci, 11, 145. https://doi.org/10.3389/fnhum.2017.00145 DOI: https://doi.org/10.3389/fnhum.2017.00145
  20. Dixon, M. L., Thiruchselvam, R., Todd, R., & Christoff, K. (2017). Emotion and the prefrontal cortex: An integrative review. Psychol Bull, 143(10), 1033-1081. https://doi.org/10.1037/bul0000096 DOI: https://doi.org/10.1037/bul0000096
  21. Duda, J. M., & Joormann, J. (2022). Learned helplessness: expanding on a goal-directed perspective. Cogn Emot, 1-5. https://doi.org/10.1080/02699931.2022.2118238 DOI: https://doi.org/10.1080/02699931.2022.2118238
  22. Fahim, C. (2022). PRESENCE enracinée dans le cerveau par une prédisposition génétique et tissée par l’épigénétique [editorial]. Cortica, 1(1), 1-3. https://doi.org/https://doi.org/10.26034/cortica.2022.1779 DOI: https://doi.org/10.26034/cortica.2022.1779
  23. Flannery, M. (2017). Self-Determination Theory: Intrinsic Motivation and Behavioral Change. Oncol Nurs Forum, 44(2), 155-156. https://doi.org/10.1188/17.ONF.155-156 DOI: https://doi.org/10.1188/17.ONF.155-156
  24. Garber, J., Fencil-Morse, E., Rosellini, R. A., & Seligman, M. E. (1979). 'Abnormal fixations' and 'learned helplessness': inescapable shock as a weanling impairs adult discrimination learning in rats. Behav Res Ther, 17(3), 197-206. https://doi.org/10.1016/0005-7967(79)90034-2 DOI: https://doi.org/10.1016/0005-7967(79)90034-2
  25. Gold, I., & Stoljar, D. (1999). A neuron doctrine in the philosophy of neuroscience. Behav Brain Sci, 22(5), 809-830; discussion 831-869. https://doi.org/10.1017/s0140525x99002198 DOI: https://doi.org/10.1017/S0140525X99002198
  26. Gonzalez-Calvo, G. (2020). Experiences of a Teacher in Relation to the Student's Feelings of Learned Helplessness. Int J Environ Res Public Health, 17(21). https://doi.org/10.3390/ijerph17218280 DOI: https://doi.org/10.3390/ijerph17218280
  27. Groat, M., & Allen, J. G. (2011). Promoting mentalizing in experiential psychoeducational groups: From agency and authority to authorship. Bull Menninger Clin, 75(4), 315-343. https://doi.org/10.1521/bumc.2011.75.4.315 DOI: https://doi.org/10.1521/bumc.2011.75.4.315
  28. Guilloux, R., & Bélair, F. (2020). Estime de soi et troubles des apprentissages.
  29. Hertel, P. T., & Mathews, A. (2011). Cognitive Bias Modification: Past Perspectives, Current Findings, and Future Applications. Perspect Psychol Sci, 6(6), 521-536. https://doi.org/10.1177/1745691611421205 DOI: https://doi.org/10.1177/1745691611421205
  30. Karpen, S. C. (2018). The Social Psychology of Biased Self-Assessment. Am J Pharm Educ, 82(5), 6299. https://doi.org/10.5688/ajpe6299 DOI: https://doi.org/10.5688/ajpe6299
  31. Klein, D. C., Fencil-Morse, E., & Seligman, M. E. (1976). Learned helplessness, depression, and the attribution of failure. Journal of Personality and Social Psychology, 33(5), 508-516. https://doi.org/10.1037//0022-3514.33.5.508 DOI: https://doi.org/10.1037/0022-3514.33.5.508
  32. Klein, D. C., & Seligman, M. E. (1976). Reversal of performance deficits and perceptual deficits in learned helplessness and depression. J Abnorm Psychol, 85(1), 11-26. https://doi.org/10.1037//0021-843x.85.1.11 DOI: https://doi.org/10.1037/0021-843X.85.1.11
  33. Kringelbach, M. L., & Rolls, E. T. (2004). The functional neuroanatomy of the human orbitofrontal cortex: evidence from neuroimaging and neuropsychology. Prog Neurobiol, 72(5), 341-372. https://doi.org/10.1016/j.pneurobio.2004.03.006 DOI: https://doi.org/10.1016/j.pneurobio.2004.03.006
  34. Kusurkar, R. A., Croiset, G., & Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach, 33(12), 978-982. https://doi.org/10.3109/0142159X.2011.599896 DOI: https://doi.org/10.3109/0142159X.2011.599896
  35. Lasky, A. K., Weisner, T. S., Jensen, P. S., Hinshaw, S. P., Hechtman, L., Arnold, L. E., D, W. M., & Swanson, J. M. (2016). ADHD in context: Young adults' reports of the impact of occupational environment on the manifestation of ADHD. Soc Sci Med, 161, 160-168. https://doi.org/10.1016/j.socscimed.2016.06.003 DOI: https://doi.org/10.1016/j.socscimed.2016.06.003
  36. Leblanc, M. V., M. (2015). Une approche novatrice de la « réadaptation » des adolescents délinquants ou avec des troubles du comportement. . Les Cahiers Dynamiques, 63, 6-15. https://doi.org/ https://doi.org/10.3917/lcd.063.0006 DOI: https://doi.org/10.3917/lcd.063.0006
  37. Maglio, P. P., Wenger, M. J., & Copeland, A. M. (2008). Evidence for the role of self-priming in epistemic action: expertise and the effective use of memory. Acta Psychol (Amst), 127(1), 72-88. https://doi.org/10.1016/j.actpsy.2007.02.001 DOI: https://doi.org/10.1016/j.actpsy.2007.02.001
  38. Maier, S. F., & Seligman, M. E. (2016). Learned helplessness at fifty: Insights from neuroscience. Psychological Review, 123(4), 349-367. https://doi.org/10.1037/rev0000033 DOI: https://doi.org/10.1037/rev0000033
  39. Marques, D. B., Ruggiero, R. N., Bueno-Junior, L. S., Rossignoli, M. T., & Leite, J. P. (2022). Prediction of Learned Resistance or Helplessness by Hippocampal-Prefrontal Cortical Network Activity during Stress. J Neurosci, 42(1), 81-96. https://doi.org/10.1523/JNEUROSCI.0128-21.2021 DOI: https://doi.org/10.1523/JNEUROSCI.0128-21.2021
  40. Mera, Y., Rodriguez, G., & Marin-Garcia, E. (2022). Unraveling the benefits of experiencing errors during learning: Definition, modulating factors, and explanatory theories. Psychon Bull Rev, 29(3), 753-765. https://doi.org/10.3758/s13423-021-02022-8 DOI: https://doi.org/10.3758/s13423-021-02022-8
  41. Miller, W. R., & Seligman, E. P. (1976). Learned helplessness, depression and the perception of reinforcement. Behav Res Ther, 14(1), 7-17. https://doi.org/10.1016/0005-7967(76)90039-5 DOI: https://doi.org/10.1016/0005-7967(76)90039-5
  42. Miller, W. R., & Seligman, M. E. (1975). Depression and learned helplessness in man. J Abnorm Psychol, 84(3), 228-238. https://doi.org/10.1037/h0076720 DOI: https://doi.org/10.1037/h0076720
  43. Miller, W. R., Seligman, M. E., & Kurlander, H. M. (1975). Learned helplessness, depression, and anxiety. J Nerv Ment Dis, 161(5), 347-357. https://www.ncbi.nlm.nih.gov/pubmed/1185158 DOI: https://doi.org/10.1097/00005053-197511000-00009
  44. Ng, B. (2018). The Neuroscience of Growth Mindset and Intrinsic Motivation. Brain Sci, 8(2). https://doi.org/10.3390/brainsci8020020 DOI: https://doi.org/10.3390/brainsci8020020
  45. Noël, B., Romainville, M., & Wolfs, J.-L. (1995). La métacognition : facettes et pertinence du concept en éducation. DOI: https://doi.org/10.3406/rfp.1995.1225
  46. Nolen-Hoeksema, S., Girgus, J. S., & Seligman, M. E. (1986). Learned helplessness in children: a longitudinal study of depression, achievement, and explanatory style. Journal of Personality and Social Psychology, 51(2), 435-442. https://doi.org/10.1037//0022-3514.51.2.435 DOI: https://doi.org/10.1037/0022-3514.51.2.435
  47. Pelgrims, G. (2006). Intention d'apprendre, peur de l'échec et persévérance des élèves en classes spécialisées : des composantes générales aux dimensions situationnelles de la motivation à apprendre [Th sc éduc Genève, 2006 FPE 362, Geneva].
  48. Potvin, P. (2015). Décrochage scolaire : dépistage et intervention. . Les Cahiers Dynamiques, 63, 50-57. https://doi.org/https://doi.org/10.3917/lcd.063.0050 DOI: https://doi.org/10.3917/lcd.063.0050
  49. Raichle, M. E. (2015). The brain's default mode network. Annu Rev Neurosci, 38, 433-447. https://doi.org/10.1146/annurev-neuro-071013-014030 DOI: https://doi.org/10.1146/annurev-neuro-071013-014030
  50. Raps, C. S., Reinhard, K. E., & Seligman, M. E. (1980). Reversal of cognitive and affective deficits associated with depression and learned helplessness by mood elevation in patients. J Abnorm Psychol, 89(3), 342-349. https://doi.org/10.1037//0021-843x.89.3.342 DOI: https://doi.org/10.1037/0021-843X.89.3.342
  51. Rolls, E. T., & Grabenhorst, F. (2008). The orbitofrontal cortex and beyond: from affect to decision-making. Prog Neurobiol, 86(3), 216-244. https://doi.org/10.1016/j.pneurobio.2008.09.001 DOI: https://doi.org/10.1016/j.pneurobio.2008.09.001
  52. Rosellini, R. A., & Seligman, M. E. (1975). Frustation and learned helplessness. J Exp Psychol Anim Behav Process, 1(2), 149-157. https://doi.org/10.1037//0097-7403.1.2.149 DOI: https://doi.org/10.1037/0097-7403.1.2.149
  53. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol, 55(1), 68-78. https://doi.org/10.1037//0003-066x.55.1.68 DOI: https://doi.org/10.1037/0003-066X.55.1.68
  54. Schroder, H. S., Moran, T. P., Donnellan, M. B., & Moser, J. S. (2014). Mindset induction effects on cognitive control: a neurobehavioral investigation. Biol Psychol, 103, 27-37. https://doi.org/10.1016/j.biopsycho.2014.08.004 DOI: https://doi.org/10.1016/j.biopsycho.2014.08.004
  55. Seitz, R. J., Franz, M., & Azari, N. P. (2009). Value judgments and self-control of action: the role of the medial frontal cortex. Brain Res Rev, 60(2), 368-378. https://doi.org/10.1016/j.brainresrev.2009.02.003 DOI: https://doi.org/10.1016/j.brainresrev.2009.02.003
  56. Seligman, M. E. (1972). Learned helplessness. Annu Rev Med, 23, 407-412. https://doi.org/10.1146/annurev.me.23.020172.002203 DOI: https://doi.org/10.1146/annurev.me.23.020172.002203
  57. Seligman, M. E. (1978). Learned helplessness as a model of depression. Comment and integration. J Abnorm Psychol, 87(1), 165-179. https://www.ncbi.nlm.nih.gov/pubmed/649850 DOI: https://doi.org/10.1037/0021-843X.87.1.165
  58. Seligman, M. E., & Beagley, G. (1975). Learned helplessness in the rat. J Comp Physiol Psychol, 88(2), 534-541. https://doi.org/10.1037/h0076430 DOI: https://doi.org/10.1037/h0076430
  59. Seligman, M. E., Maier, S. F., & Geer, J. H. (1968). Alleviation of learned helplessness in the dog. J Abnorm Psychol, 73(3), 256-262. https://doi.org/10.1037/h0025831 DOI: https://doi.org/10.1037/h0025831
  60. Seligman, M. E., Rosellini, R. A., & Kozak, M. J. (1975). Learned helplessness in the rat: time course, immunization, and reversibility. J Comp Physiol Psychol, 88(2), 542-547. https://doi.org/10.1037/h0076431 DOI: https://doi.org/10.1037/h0076431
  61. Seligman, M. E., Weiss, J., Weinraub, M., & Schulman, A. (1980). Coping behavior: learned helplessness, physiological change and learned inactivity. Behav Res Ther, 18(5), 459-512. https://doi.org/10.1016/0005-7967(80)90011-x DOI: https://doi.org/10.1016/0005-7967(80)90011-X
  62. Simkin, D. K., Lederer, J. P., & Seligman, M. E. (1983). Learned helplessness in groups. Behav Res Ther, 21(6), 613-622. https://doi.org/10.1016/0005-7967(83)90079-7 DOI: https://doi.org/10.1016/0005-7967(83)90079-7
  63. Smithers, L. G., Sawyer, A. C. P., Chittleborough, C. R., Davies, N. M., Davey Smith, G., & Lynch, J. W. (2018). A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes. Nat Hum Behav, 2(11), 867-880. https://doi.org/10.1038/s41562-018-0461-x DOI: https://doi.org/10.1038/s41562-018-0461-x
  64. Stein, H., & Allen, J. G. (2007). Mentalizing as a framework for integrating therapeutic exposure and relationship repair in the treatment of a patient with complex posttraumatic psychopathology. Bull Menninger Clin, 71(4), 273-290. https://doi.org/10.1521/bumc.2007.71.4.273 DOI: https://doi.org/10.1521/bumc.2007.71.4.273
  65. Turbis, D. (2013). Programme d'aide au développement et à l'apprentissage des habiletés sociales. Centre jeunesse de la Mauricie et du Centre-du-Québec, Direction de la qualité des services.
  66. Vaccaro, A. G., & Fleming, S. M. (2018). Thinking about thinking: A coordinate-based meta-analysis of neuroimaging studies of metacognitive judgements. Brain Neurosci Adv, 2, 2398212818810591. https://doi.org/10.1177/2398212818810591 DOI: https://doi.org/10.1177/2398212818810591
  67. Waterman, A. S., Schwartz, S. J., Goldbacher, E., Green, H., Miller, C., & Philip, S. (2003). Predicting the subjective experience of intrinsic motivation: the roles of self-determination, the balance of challenges and skills, and self-realization values. Pers Soc Psychol Bull, 29(11), 1447-1458. https://doi.org/10.1177/0146167203256907 DOI: https://doi.org/10.1177/0146167203256907
  68. Wu, C. L., Lin, T. J., Chiou, G. L., Lee, C. Y., Luan, H., Tsai, M. J., Potvin, P., & Tsai, C. C. (2021). A Systematic Review of MRI Neuroimaging for Education Research. Front Psychol, 12, 617599. https://doi.org/10.3389/fpsyg.2021.617599 DOI: https://doi.org/10.3389/fpsyg.2021.617599