A motivational response to the inefficiency of teachers’ practices towards students with learned helplessness

• Published in: Learning and motivation Vol. 73; p. 101705
• Main Author: Ghasemi, Farshad
• Format: Journal Article
• Language: English
• Published: Philadelphia Elsevier Inc 01-02-2021; Elsevier Limited
• Subjects: Control Groups; Educational psychology; Helplessness; Iranian public schools; Learned helplessness; Learning; Motivation; Motivational intervention; Motivational strategies; Public Schools; Student Behavior; Students; Teachers’ practices; Teachers’ practices; Iranian public schools; Learned helplessness; Motivational intervention; Motivational strategies
• ISSN: 0023-9690; 1095-9122
• DOI: 10.1016/j.lmot.2020.101705

The purpose of this study was to examine learned helplessness (LH) experienced by junior secondary students in English language learning classes in Iranian public schools. Through administering the Learned Helplessness Scale (LHS) and the Student Behavior Checklist (SBC) to 126 students in a public school in Tehran, we identified 44 students with LH characteristics. The sample was randomly assigned to experimental and control groups. By taking a motivational approach utilizing Dörnyei’s motivational strategies and supportive feedback in teaching English for a semester, positive results were found in minimizing LH symptoms and enhancing the experimental group’s academic performance. It became clear that teachers and their practices are prominent factors in promoting or alleviating LH symptoms and behavior. Also, we examined the unresponsive cases in the experimental group and possible causes for their persistent symptoms. The effects of the motivational intervention on students’ performance were verified through covariate analysis. Further implications have been discussed.