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

Ghasemi, Farshad

doi:10.1016/j.lmot.2020.101705

Cited by 19 publications

(11 citation statements)

References 44 publications

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“…These challenges make students in ethnic areas learn in a helpless and anxious way, and such mindset also impact the learning performance of subjects other than foreign language [16,28,41]. Some researchers think that teachers and their teaching practice are prominent factors in exacerbating or alleviating learned helplessness symptoms and behavior [4,14]. Some suggest that negative attitude or no involvement of parent results in poor academic performance [21,24].…”

Section: Discussionmentioning

confidence: 99%

Quality Assessment of Regional Primary English Education Based on Big Data: A Case Study of Gansu Province

Nan

Xu³

et al. 2022

Preprint

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Introduction: Recently, big data attract great attention from industries, academia, and governments. Education big data from teaching and learning processes used to assess elementary education level is scarce in China. Case description: Gansu province, located in the northwest China, is one of the most backward economy areas where the development of elementary English education falls far behind developed areas of the country. Taking Gansu province as a case study and English subject in senior high schools as the study object, we use score data of English academic proficiency test (2018-2020) from 322 senior high schools to explore spatial-temporal differences of English education level among those schools in order to promote the balanced development of regional education. First we briefly describe the generation of English big data from senior high schools, and then, we mine the big data to analyze the difference of the English education level using the anomaly method, the comparison method, the cluster analysis method, and hot point analysis method. English excellence degree is developed as an indicator to assess elementary English education level. Discussion and Evalution: The results show that: (1) there exists obvious difference in English education level among the selected senior high schools: the highest average value of English excellence degree is 759 times the lowest, and the number of schools with negative anomalies accounts for more than 50%; (2) English excellence degree displays an obvious agglomeration characteristic in Lanzhou city, the provincial capital, that is, the hot spots (high English level) of English excellence degree are located in Lanzhou, while the cold spots (low English level) are concentrated in minority and poor areas such as Linxia autonomous region, the major part of Longnan and the eastern part of Qingyang; (3) The investigation in the form of questionnaires confirms the fact that disadvantage schools in English level are usually lack of good teachers who have a preference to teach in areas with good conditions. Conclusion: From the results, we can draw the conclusion that big data play an important role in quantitatively assessing basic education level, which lays foundation for improving the regional education level. Individuals’ value orientation of study, attitude towards study and the study behavior will be investigated in the future.

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Section: Discussionmentioning

confidence: 99%

Quality Assessment of Regional Primary English Education Based on Big Data: A Case Study of Gansu Province

Nan

Xu³

et al. 2022

Preprint

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“…More recently, Ghasemi (2021) pointed out that teachers and their practices are closely related to students' helpless attitudes and behaviors, and some potential interventions include: teachers provide supportive feedback to ease students' helpless attitudes, and be sensitive to students' emotional needs and give them constructive responses, then finally build a positive teacher-student relationship. Based on this, teachers should be sensitive to Dawa's helplessness before drawing a conclusion that he was undisciplined, and try to identify the reason behind his undesirable behavior and give him supportive feedback.…”

Section: Strategies For Dealing With Learned Helplessnessmentioning

confidence: 99%

How to Help Students Regain Hope When There Seems No Hope?

2022

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This paper is based on a student's problem in the realistic teaching context. It consists of an analysis of the problem with the application of theories and concepts that are germane to classical conditioning and learned helplessness, and practical solutions that address the problem in view of the evidence from empirical research. The suggested solutions include intrinsic reinforcement, schedule of reinforcement, and approaches to tackle learned helplessness.

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“…Not understanding content may lead to negative emotions making students feel powerless and frustrated. To the teacher, it may seem as though they showed a lack of effort leading to low achievement (Ghasemi, 2021). Here it seems, more explanation of content would help others like Hema.…”

Section: (Ii) Practical Investigationsmentioning

confidence: 98%

“…It is possible that they had learnt dependency on the teacher providing them with all the information as they did for practical investigations. Recently, Ghasemi (2021) found that teachers and their practices are prominent factors in promoting or alleviating Learned Helplessness symptoms and behaviour in students learning English as a second language. Learned helplessness is further discussed in section 8.3.7.…”

Section: (Ii) Practical Investigationsmentioning

confidence: 99%

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Self-efficacy beliefs influencing Pasifika students’ achievement in science

Vaka-Vivili¹

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Achievement of Pasifika students in science at secondary school has been an enduring problem for many decades in New Zealand, where they occupy the bottom rung of the national achievement ladder. This exploratory study set out to investigate how Pasifika students’ self-efficacy may influence their achievement in Year 11 science. Using a qualitative approach this interpretive research, studied Year 11 science students to understand the dynamics between classroom interactions, their self-efficacy and achievement. Self-efficacy being an inner willpower to attempt or not to attempt at achieving a certain goal. The study adapted Albert Bandura’s Social Cognitive Theory (SCT model) to the New Zealand context as the theoretical frame. The study explored evidence of the four antecedents of self-efficacy: Mastery, Vicarious Experience, Verbal Persuasion, and Physiological and Emotional arousal. School science is taught within the constructivist science curriculum in New Zealand. The Kakala Research Framework was applied as the methodological guide for data collection. Three schools accepted the invitation to participate in the research and offered a purposive sample of Pasifika students and their science teachers who agreed to participate. Data were collected through classroom observations; student questionnaire; focus group interviews; and teacher interviews. The National Certificate of Educational Achievement (NCEA) Level One science results were then interpreted alongside the identified self-efficacy antecedents. Mastery was the self-efficacy antecedent most strongly associated with achievement. Students with high Verbal Persuasion and Vicarious Experience as primary or secondary sources of self-efficacy also achieved all the credits they attempted. Verbal Persuasion was an important source of self-efficacy commonly identified by students, who saw teachers as providing this form of support. Generally, student who indicated high levels across the self-efficacy antecedents displayed high levels of achievement, although some indicating high overall self-efficacy in this way did not achieve all their credits due to high Physiological and Emotional needs. Teachers identified literacy as a problem for Pasifika students in achieving well in science; however, there was no evidence of any attempt to build the students’ understanding of scientific vocabulary or comprehension of scientific text. The common themes identified by students were a fear of failing and disappointing their parents. Students expressed the need for science content to be explained and clarified to help them understand the science ideas underpinning the assessed practical work. Findings of concern were; the narrow curriculum experienced by the Pasifika students in this study; teaching approaches that chunked the content into small disconnected bits; and providing guidance on what needed to be written to achieve the credits without developing the necessary understanding. Consequently, the learning purpose was reduced to achieving NCEA credits. The unintended result of this narrow curriculum has implications for what science content and procedures these Pasifika students know and can apply. This highlights that student have insufficient content knowledge and understanding to progress to the next level in science education. The internal assessment only in some of these classes reduced the future science learning opportunities for these Pasifika students. This research extends the Kakala research framework for Pasifika education by introducing the centrality of the Fau fibre, which is weak and yet critical to the formation of a strong and attractive lei. It also suggests the inclusion of Hounga’ia as a step between Mālie and Māfana.

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

Cited by 19 publications

References 44 publications

Quality Assessment of Regional Primary English Education Based on Big Data: A Case Study of Gansu Province

Quality Assessment of Regional Primary English Education Based on Big Data: A Case Study of Gansu Province

How to Help Students Regain Hope When There Seems No Hope?

Self-efficacy beliefs influencing Pasifika students’ achievement in science

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