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The Role of Stress Mindset and Academic Buoyancy in School Burnout in Middle Adolescence
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Anne Lakkavaara; Katja Upadyaya; Xin Tang; Katariina Salmela-Aro – European Journal of Developmental Psychology, 2024
School burnout, defined as prolonged feelings of exhaustion, cynical attitude and inadequacy feelings towards schoolwork, can lead to mental problems during adolescence. To find effective ways to prevent burnout, this study examined the synergistic role of two positive personal resources, a stress-is-enhancing mindset and academic buoyancy in…
Descriptors: Foreign Countries, Middle School Students, Grade 9, Burnout
Learned Helplessness as a Moderator in SES Stereotype Threat and Academic/Intellectual Disengagement
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Turchan, Joshua Edward – ProQuest LLC, 2016
On average fewer lower-SES students graduate from college compared to their higher-SES peers. SES-stereotype threat researchers have found evidence that when faced with a stereotype regarding SES, lower-SES students' academic/intellectual performance is negatively affected. Some research has shown that learned helplessness attributional styles may…
Descriptors: Socioeconomic Status, Helplessness, Stereotypes, Academic Achievement
My Intelligence May Be More Malleable than Yours: The Revised Implicit Theories of Intelligence (Self-Theory) Scale Is a Better Predictor of Achievement, Motivation, and Student Disengagement
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De Castella, Krista; Byrne, Donald – European Journal of Psychology of Education, 2015
The belief that intelligence is malleable has important consequences for achievement and motivation (Blackwell et al. "Child Development," v78, p246-263. 2007; Dweck, 1999; Robins & Pals, "Self and Identity," v1, p313-336, 2002). However, believing that it is possible to improve intelligence does not necessarily mean…
Descriptors: Foreign Countries, Intelligence, Self Esteem, Intelligence Tests
The Socio-Emotional Needs of Children with Dyslexia in Different Educational Settings in Ireland
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Casserly, Ann Marie – Journal of Research in Special Educational Needs, 2013
This paper reports on a four-year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio-emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings…
Descriptors: Dyslexia, Foreign Countries, Reading Instruction, Special Education
Perceived Control in the Classroom: Student Contingency Training and Instructor Expressiveness.
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Perry, Raymond P.; Dickens, Wenda J. – 1983
The effects of contingency training, instructor expressiveness, and student incentives on student achievement and attributions were investigated in a simulated college classroom. The following conditions were involved: a contingency manipulation resembling an aptitude test; an instructor lecture; two levels of student incentive; and an achievement…
Descriptors: Achievement Tests, Feedback, Helplessness, Higher Education
Differences in Beliefs and Attitudes toward the Improvability of Writing of Gifted Students Who Exhibit Mastery-Oriented and Helpless Behaviors.
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Clark, Jolene; Tollefson, Nona – Journal for the Education of the Gifted, 1991
On measures of ability to improve writing quality, motivation to write, confidence in writing, and attitudes toward writing, 29 middle level students classified as mastery oriented consistently scored higher than 21 students classified as helpless. The 66 students classified as neither mastery oriented nor helpless had mean scores between the…
Descriptors: Gifted, Goal Orientation, Helplessness, Intermediate Grades