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Teaching Style and Academic Achievement: The Mediating Role of Learned Helplessness and Mastery Orientation
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Filippello, Pina; Buzzai, Caterina; Costa, Sebastiano; Orecchio, Susanna; Sorrenti, Luana – Psychology in the Schools, 2020
Although several studies have investigated the roles of teaching practices during the learning process on students, the role of school learned helplessness (LH) and mastery orientation (MO) has not been deeply examined. The present study aimed to verify the dynamics between academic achievement and the perception of the students of their teacher's…
Descriptors: Teaching Styles, Academic Achievement, Helplessness, Mastery Learning
Stereotype Threat Is Linked to Language Achievement and Domain Identification in Young Males: Working Memory and Intellectual Helplessness as Mediators
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Bedynska, Sylwia; Krejtz, Izabela; Rycielski, Piotr; Sedek, Grzegorz – Psychology in the Schools, 2020
In the present paper, we investigated the link between stereotype threat, school achievement, and domain identification in language arts. We hypothesized that stereotype threat may lead to higher intellectual helplessness, lower working memory capacity, lower achievement, and domain identification but only in young men highly identified with their…
Descriptors: Males, Helplessness, Correlation, Academic Achievement
Learned Helplessness and Level of Underachievement among Deaf Adolescents.
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McCrone, William P. – Psychology in the Schools, 1979
Investigates the effects of a helplessness experience on the subsequent performance of deaf adolescents functioning at mildly underachieving or severely underachieving levels. Results indicate high post-test error scores among severely underachieving deaf adolescents experiencing an unsolvable pretreatment situation. Recommendations offer…
Descriptors: Academic Achievement, Adolescents, Behavior Modification, Deafness
Perceived Contingency of Reinforcements, Helplessness, Locus of Control, and Academic Performance.
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Kennelly, Kevin J.; Mount, Suzanne A. – Psychology in the Schools, 1985
Studied 86 sixth graders to determine relationships among perceived contingency of teacher-administered reinforcements, locus of control, teacher ratings of children's helplessness-competence, and academic achievement. Children's internality of locus of control and their perceptions that teachers contingently administer rewards were predictive of…
Descriptors: Academic Achievement, Competence, Elementary Education, Grade 6