Describe the principle of the failure and success spirals. How do these concepts relate to the development of locus of control in learners with mild disabilities?
What will be an ideal response?
Answer:
With repeated failure, the learner eventually tends to set lower goals and exert less effort. This frequently ensures more failure, followed by even lower goals and even less effort. The learner becomes convinced that the outcomes are outside his/her ability to affect with his/her own effort, that the outcomes are due to bad luck, the actions of others, or merely that he/she is "stupid." This reinforces an external locus of control that is often associated with poorer learning outcomes.
Conversely, with repeated successes, the learner sets higher goals and exerts more effort, leading to more success, followed by even higher goals and increased effort. As long as the task is not perceived as being made too easy and therefore the accomplishment trivial, the learner comes to equate effort with successful learning, and an internal locus of control is reinforced. It is critical that the learner believe that his/her personal effort led to the success. Teacher attempts to make learning activities "failure-proof" may have the effect of convincing the learner that the success is because the teacher made it easy, in which case an external locus of control remains in place.
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