An autonomy-oriented response to EAP students’ learned helplessness in online classes

Seyri, Haniye; Rezaee, Abbas Ali

doi:10.1007/s12144-023-04981-8

Cited by 2 publications

(1 citation statement)

References 40 publications

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“…Since its development, the LHS has been a popular scale for measuring individual learned helplessness in various populations and fields, including employees, 11 college students, 12 health providers, 13 etc. In educational psychology, the LHS has also been widely used to measure students’ learned helplessness (e.g., 14 ). However, there have been no studies validating the LHS among groups of students, and there have also been no studies that have adopted and tested the psychometric properties of the LHS among Chinese participants.…”

Section: Introductionmentioning

confidence: 99%

Adaptation and Validation of Learned Helplessness Scale in Chinese Law School Students

Lan,

Zhou,

Bao

et al. 2024

PRBM

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Purpose This study aims to translate and validate the Learned Helplessness Scale (LHS) for use in the educational context and specifically among Chinese law school students. Understanding learned helplessness in the context of Chinese law students can provide unique insights into the interaction of legal education, psychological health, and cultural influences, thereby contributing to a more nuanced understanding of learned helplessness. Methods A total of 711 Chinese college students from two law schools participated in this study. The Learned Helplessness Scale (LHS) was translated into Chinese using forward and backward translation. Exploratory and confirmatory factor analysis, and construct validity were conducted to assess the dimensionality of the Chinese version of the LHS (Chinese LHS). Results The exploratory factor analysis indicated that the Chinese LHS has a four-factor structure consisting of 14 items, which accounted for 50% of the total variance. The subsequent confirmatory factor analysis further supported this four-factor structure. The internal consistency of the Chinese LHS was found to be medium to high, with Cronbach’s α values ranging from 0.63 to 0.87 for the subfactors, and 0.79 for the total scale. In addition, concurrent validity is also confirmed. Conclusion The 14-item version of the Chinese LHS is a psychometric sound instrument for assessing learned helplessness among Chinese law school students.

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Section: Introductionmentioning

confidence: 99%

Adaptation and Validation of Learned Helplessness Scale in Chinese Law School Students

Lan,

Zhou,

Bao

et al. 2024

PRBM

View full text Add to dashboard Cite

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“This is not my forte”: examining the impact of cultural dimensions, teacher support, and self-efficacy on university student learned helplessness

Pham,

2024

JARHE

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PurposeUniversity students often encounter academic challenges and setbacks, which can impact their beliefs about their capabilities, leading to a phenomenon known as learned helplessness. This study explores the antecedents of learned helplessness through the interaction between teacher support, self-efficacy, and cultural dimensions such as power distance, uncertainty avoidance, and masculinity.Design/methodology/approachDrawing from constructivism, the authors empirically examined a conceptual model utilizing structural equation modeling (SEM). A total of 268 university students completed a self-survey on learned helplessness via a Google Form.FindingsThe study shows that LH is influenced by personal attributes, perceived support, and cultural context. Higher self-efficacy is linked to lower LH scores, while teacher support indirectly affects LH through self-efficacy. Power distance and uncertainty avoidance also directly impact LH. Additionally, cultural influences indirectly affect LH through perceived support and self-efficacy. However, the hypothesized connections between masculinity and LH were not supported.Originality/valueThe study advances LH literature by exploring it among university students using a multidimensional, constructivist approach, providing valuable insights for educational authorities. We illuminate how individual, social, and cultural factors influence LH, underscoring the serial mediation between self-efficacy and perceived teacher support. Existing literature frequently overlooks the intricate interplay among cultural dimensions and other factors, limiting the formulation of comprehensive solutions. Our research breaks new ground in quantitative LH examination within education, delving into Hofstede’s cultural dimensions and suggesting strategies to mitigate uncertainty and power distance for student well-being and success.

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An autonomy-oriented response to EAP students’ learned helplessness in online classes

Cited by 2 publications

References 40 publications

Adaptation and Validation of Learned Helplessness Scale in Chinese Law School Students

Adaptation and Validation of Learned Helplessness Scale in Chinese Law School Students

“This is not my forte”: examining the impact of cultural dimensions, teacher support, and self-efficacy on university student learned helplessness

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