Learned helplessness and mastery orientation: The contribution of personality traits and academic beliefs

Sorrenti, Luana; Filippello, Pina; Passanisi, Alessia; Buttò, Chiara; Costa, Sebastiano

doi:10.1080/19012276.2017.1339625

Cited by 29 publications

(18 citation statements)

References 51 publications

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“…As these students believe that their results depend on their commitment, they try to change ineffective strategies and exert more control over their successful completion of a task (Sorrenti, Filippello, Orecchio, & Buzzai, ). Mastery orientation (MO) can be defined as the typical behavior pattern of those students who (a) engage in challenging tasks, (b) are persistent and remain focused even when they face failure, and (c) are intrinsically motivated and retain future expectations of success (Sorrenti, Filippello, Buzzai, Buttò, & Costa, ). The literature has demonstrated that there is a positive correlation between MO and successful academic performance in schools (Poredos & Puklek, ; Sekreter & Doghonadze, ; Zubkovic & Kolic‐Vehovec, ).…”

Section: Mastery‐oriented Versus Helpless Studentsmentioning

confidence: 99%

“…Several studies (Macher, Paechter, Papousek, & Ruggeri, ; Peixoto & Almeida, ; Sorrenti et al, ; Sorrenti, Filippello, Buzzai, & Costa, ) have shown that MO and LH are related to the academic achievement of students. LH can be influenced by both individual factors, such as beliefs, self‐representation, explanatory styles, and personality as well as by contextual factors, like parental practices and the school environment (Filippello, Sorrenti, Buzzai, & Costa, ).…”

Section: Mastery‐oriented Versus Helpless Studentsmentioning

confidence: 99%

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Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

Filippello

Passanisi

Costa

et al. 2019

Psychology in the Schools

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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 psychological control and autonomy support by examining the mediating role of school LH and MO. Results confirmed that perceived teacher psychological control can predict school LH, whereas perceived teacher autonomy support can predict school MO. Additionally, academic achievement was positively predicted by school MO, whereas it was negatively predicted by school LH. Finally, analyses have shown that school LH and MO play a mediating role in the relationship between academic achievement and the perceived teacher autonomy support and psychological control. Limitations and implications are discussed.

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Section: Mastery‐oriented Versus Helpless Studentsmentioning

confidence: 99%

Section: Mastery‐oriented Versus Helpless Studentsmentioning

confidence: 99%

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

Filippello

Passanisi

Costa

et al. 2019

Psychology in the Schools

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“…Moreover, hopelessness can also be related to personality characteristic as emotional instability (21). In the previous case, we can define hopelessness as "learned helplessness" (19)(20)(21).…”

Section: Introductionmentioning

confidence: 98%

“…As a consequence, children who live with these parents can believe that they have no personal control regarding school activities, and they consider negative events as uncontrollable and overwhelming (19,20). Moreover, hopelessness can also be related to personality characteristic as emotional instability (21). In the previous case, we can define hopelessness as "learned helplessness" (19)(20)(21).…”

Section: Introductionmentioning

confidence: 99%

Resilience as a Mediator Between Interpersonal Risk Factors and Hopelessness in Depression

et al. 2020

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Several studies investigated the role of resilience as a mediating factor for psychopathological phenotypes. The aim of the current study is to explore the putative role of resilience as a mediator between different vulnerability factors and depressive symptoms. One hundred and fifty patients with a major depressive disorder diagnosis have been evaluated on the basis of humiliation (Humiliation Inventory), adverse past family experiences (Risky Family Questionnaire), hopelessness (Beck Hopelessness Scale), and resilience (Resilience Scale for Adult) scores. A multiple regression analysis and a bootstrapping method were carried out to assess the hypothesis that resilience could mediate the relationships between these risk factors as predictors and hopelessness as a dependent variable. Our results show that resilience has a mediating role in the relationship between several risk factors that are specifically involved in interpersonal functioning and hopelessness. The main limitations of the study are the cross-sectional nature of the study, the use of self-report instruments, the lack of personality assessment, and the consideration of the resilience as a unique construct. The understanding of the mechanisms through which resilience mediates the effects of different interpersonal risk factors is crucial in the study of depression. In fact, future prevention-oriented studies can also be carried out considering the mediating role of resilience between interpersonal risk factors and depressive symptoms.

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“…In fact, the literature shows that personality dimensions and emotional skills play an important role in an academic context (Bratko, Chamorro-Premuzic, & Saks, 2006;Filippello, Sorrenti, Buzzai, & Costa, 2016;Furnham, Chamorro-Premuzic, & McDougall, 2002;Gilles & Bailleux, 2001;Laidra, Pullman, & Allik, 2007;Saklofske, Austin, Mastoras, Beaton, & Osborne, 2012;Sorrenti, Filippello, Buzzai, Buttò, & Costa, 2017). Kappe and van der Flier (2012) have shown that academic performance is significantly correlated with agreeableness, conscientiousness, and openness to experience.…”

Section: Highlightsmentioning

confidence: 99%

Predicting risk of school refusal: Examining the incremental role of trait EI beyond personality and emotion regulation

et al. 2018

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Research has not yet been deepened in the link between personality factors and risk of school refusal. Furthermore, previous studies fail to verify the direct relation between trait EI and the risk of school refusal. The present study examined personality traits, emotion regulation and trait EI for the contributory role they may play in predicting the risk of school refusal. The sample consisted of 311 participants, 112 males (36%) and 199 females (64%) with an average age of 14.19 (SD = .60), from a high school in the city of Messina (Sicily, Italy). Results show that the risk of school refusal is positively related to neuroticism and maladaptive emotion regulation strategies, while it is negatively related to the extroversion, agreeableness and conscientiousness and trait EI. Moreover, trait EI can be considered as a strong incremental negative predictor of risk of school refusal over and above personality traits and emotion regulation.

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Learned helplessness and mastery orientation: The contribution of personality traits and academic beliefs

Cited by 29 publications

References 51 publications

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

Resilience as a Mediator Between Interpersonal Risk Factors and Hopelessness in Depression

Predicting risk of school refusal: Examining the incremental role of trait EI beyond personality and emotion regulation

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