Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis

Abstract

The stability of individual differences in test anxiety and learned helplessness over a 2-year period and their relation to concurrent and future school achievement were examined. Several issues regarding the assessment of learned helplessness are also addressed. 82 children were administered measures of test anxiety and helplessness in the third grade and again in the fifth grade. Teachers also provided reports of learned helpless and mastery-oriented behaviors at these 2 grade levels. It was found that: (a) both self-report and teacher-report measures of helplessness were stable over the 2-year period; (b) helplessness in the third grade was related to achievement test scores in the fifth grade; and (c) teacher reports may be a viable means of identifying helplessness. These findings are discussed in terms of cognitive developmental changes in children's understanding of effort and ability, and their implications for the assessment of learned helplessness are outlined.

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

“…To date, achievement benefits have been found when students are rated as going beyond, doing more work than is required, or initiating discussions with the teacher about school subjects (Fincham, Hokoda, & Sanders, 1989).…”

Pathways From Depressive Symptoms to Low Social Status

“…Teachers completed the Social Helplessness Questionnaire (Fincham, Hokoda, & Sanders, 1989; Nolen-Hoeksema et al, 1992). This measure includes 12 items assessing youths' tendency to exhibit helpless behavior in the context of peer interactions (e.g., “Takes little independent initiative in making friends.” “Makes few attempts to resolve disagreements that occur with other children.”).…”

The Perfect Storm: Anxiety and Depression in Adolescents in the 21 Century Implication for Treatment in Residential Settings

“…More recently, scientists have found evidence that anxiety can be learned. Parents, teachers and others may produce a steady state of anxiety in the child through prolonged modeling of fear, rewarding/ reinforcing avoidant behaviors, teaching styles that emphasize frightening and dangerous aspects of life, inducing fear, or the actual infliction of harm (Fincham, et al 1989). …”