Teacher identification of student learned helplessness in mathematics

Yates, Shirley Mary

doi:10.1007/bf03217554

Cited by 23 publications

(13 citation statements)

References 24 publications

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“…Although this study has shown some interesting results, it also has some limitations. First, to limit the effects of social desirability inherent in students’ self‐reports, we propose, in future research, to correlate this version with a teacher's report that was developed in previous studies (Fincham et al., ; Yates, ) for a comparison of scores. Gathering information from a variety of sources in the assessment of behavior, in fact, increases the reliability and validity of assessments, especially in children and adolescent samples (Achenbach, McConaughy, & Howell, ; Gugliandolo, Costa, Cuzzocrea, Larcan, & Petrides, ).…”

Section: Resultsmentioning

confidence: 99%

“…A form of behavior in contrast to helplessness can be observed in “mastery‐oriented” students (Dweck & Leggett, ). In fact, these students believe that their efforts produce success and will be more motivated, open toward learning and able to use effective study strategies, preferring challenging tasks (Yates, ). The mastery‐oriented pattern involves the seeking of challenging tasks and the maintenance of effective striving under failure.…”

Section: Lh Versus Mastery Orientation and Academic Performancementioning

confidence: 99%

“…Further, a shorter version of the scale might “provide a cost‐effective measure of helplessness” (Fincham et al., , p. 143). Yates () has developed a short form of the checklist, consisting of 10 items to assess helpless behavior observed in mathematics students. However, this short form is purely a teacher report and does not provide the opportunity for students to self‐evaluate.…”

Section: The Evaluation Of Lh and Mastery Orientationmentioning

confidence: 99%

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A Psychometric Examination of the Learned Helplessness Questionnaire in a Sample of Italian School Students

et al. 2015

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The aim of this study was to verify the factor structure of a self-report filled out by students to assess learned helplessness (LH) and mastery orientation (MO) in a school environment. Two separate studies were undertaken to accomplish this purpose. Through exploratory factor analysis, Study 1 aimed to explore factor structure of the new Learned Helplessness Questionnaire (LHQ) and examine the distinction between LH and MO in a sample of 488 school students (198 males and 290 females) between 11 and 18 years old. Furthermore, the reliability and criterion validity of the instrument were examined. The primary purpose of Study 2 was to confirm in a new sample the factor structure of the LHQ and to examine the internal consistency, reliability, and concurrent validity with measures of self-efficacy, student's quality of life, and school decision making in a sample of 378 school students (212 males and 166 females) between 11 and 18 years old. Results revealed that the 12-item LHQ showed a good two-factor structure that represents the two subscales of the theoretical framework model (MO and LH). The two factors showed very good internal reliability and good criterion and concurrent validity. Practical implications for school psychology are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Lh Versus Mastery Orientation and Academic Performancementioning

confidence: 99%

Section: The Evaluation Of Lh and Mastery Orientationmentioning

confidence: 99%

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A Psychometric Examination of the Learned Helplessness Questionnaire in a Sample of Italian School Students

et al. 2015

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“…Although some researchers have developed teacher-report (Fincham et al, 1989; Yates, 2009) and student-report (Sorrenti et al, 2015) questionnaires to measure student’s mastery-oriented and helpless-oriented behaviors in school settings, there is a lack of measures assessing home-based academic behaviors for parents. Since Chinese parents have a high level of involvement in children’s learning in the home context (Huntsinger & Jose, 2009; Wu et al, 2013), they can also provide valuable information on children’s academic behaviors from observations in their interaction with children.…”

Section: Introductionmentioning

confidence: 99%

Development and initial validation of the parent-report Academic Behavior Scale in a Chinese context

Guo

Wang

et al. 2020

International Journal of Behavioral Development

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This study aimed to develop and evaluate a new parent-report measure to assess primary schoolchildren’s academic behaviors in the home context. We developed the Academic Behavior Scale (ABS) and administered it to Chinese parents of primary schoolers along with other measures. Six hundred and forty-five parents and 170 primary schoolchildren in Grades 4–6 were recruited from a public primary school and completed a set of questionnaires. After that, the psychometric properties of the ABS including factorial validity, convergent and concurrent validity, as well as internal consistency were evaluated using confirmatory factor analysis and correlation analysis in Mplus v.8.3. The results confirmed a two-factor structure for the scale, with satisfactory convergent and concurrent validity and internal consistency. This study provides preliminary evidence for the satisfactory psychometric properties of the ABS among Chinese parents.

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“…The teacher realised the group above had reached an impasse, took the pen from one member of this group and wrote some answers on their book. This behaviour from the teacher can be described as encouraging a type of learned helplessness that students develop in mathematics (Dweck, 1986;Yates, 2009). …”

Section: Self-efficacy For Solving Mathematical Problemsmentioning

confidence: 99%

Exploring the impact of inquiry learning on students’ beliefs and attitudes towards mathematics

McGregor¹

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There is increasing concern that student interest in learning mathematics and attitude towards mathematics were declining. This decline is being experienced worldwide and is most evident in the senior years of high school and at university. This study explores the role that inquiry-based learning has in positively influencing and reshaping students' beliefs and attitudes towards mathematics. Ill-structured tasks have proven a valuable tool for initiating inquiry-based learning in mathematics.Students in one senior high school mathematics class worked on an ill-structured task each semester for three consecutive semesters. Each ill-structured task took approximately 7 to 10 hours of learning time and targeted the content for a whole unit of work. Data were collected in a number of ways including surveys and ill-structured tasks both before and after implementation of the study, video recording of classes, audio recordings of post-task interviews with four pairs of students, extracts from students' workbooks, and field notes.Surveys and interview questions used in this study focused on students' beliefs and attitudes towards mathematics. Three students were also identified for case study and their progress was monitored more closely throughout the inquiry lessons. Data from surveys and ill-structured tasks were analysed using descriptive and comparative methods. Video and audio data were analysed by mapping excerpts of relevant data to predefined belief categories.

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Teacher identification of student learned helplessness in mathematics

Cited by 23 publications

References 24 publications

A Psychometric Examination of the Learned Helplessness Questionnaire in a Sample of Italian School Students

A Psychometric Examination of the Learned Helplessness Questionnaire in a Sample of Italian School Students

Development and initial validation of the parent-report Academic Behavior Scale in a Chinese context

Exploring the impact of inquiry learning on students’ beliefs and attitudes towards mathematics

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