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

Filippello, Pina; Passanisi, Alessia; Costa, Sebastiano; Orecchio, Susanna; Sorrenti, Luana

doi:10.1002/pits.22315

Cited by 59 publications

(49 citation statements)

References 53 publications

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“…Students' academic performance in a learning environment that encourages autonomy discovery is better than their performance in a high anxiety environment (Ramsden and Entwistle, 1981 ). Oriol-Granado et al ( 2017 ) demonstrated that students' positive emotions and autonomy support had a predictive effect on students' academic performance, self-efficacy and academic engagement, and Filippello et al, 2020 ) also demonstrated that teachers' autonomy support had an impact on students' academic performance.…”

Section: Introductionmentioning

confidence: 99%

Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support

Zhao

Qin

2021

Front. Psychol.

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The purpose of this research is to test the mediation effect of self-efficacy on college student's perception of teacher autonomy support and students' deep learning, and whether the peer support perceived by students can moderate the relationship between perceived teacher autonomy support and deep learning. A survey of 1,800 college students from a provincial undergraduate normal university in Guizhou Province in China was conducted through the revised Perceived Teacher Autonomy Support Scale, Deep Learning Scale, Self-Efficacy Scale, and Perceived Peer Support Scale (Mean age = 21 years old, SD = 1.34). Data use SPSS23.0, AMOS22.0 for descriptive analysis and correlation analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), moderation effect, and mediation effect analysis. The research results show that after controlling for gender, major, and grade, self-efficacy partially moderates the connection between perceived teacher autonomy support and deep learning of college students. Moreover, perceived peer support mediates the relationship between perceived teacher autonomy support and students' self-efficacy.

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Section: Introductionmentioning

confidence: 99%

Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support

Zhao

Qin

2021

Front. Psychol.

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“…Helplessness is also associated with obsessive‐compulsive disorder (Sun, Zhanjiang, Buys & Storch, 2015), psychological inflexibility (Trindade, Mendes & Ferreira, 2020), job dissatisfaction (Sparr & Sonnentag, 2008; Stengård, Bernhard‐Oettel, Berntson & Leineweber, 2017), suicide ideation (Gençöz, Vatan, Walker & Lester, 2007; Lester, 2012; Lester & Walker, 2007), and is a critical factor in explaining depressive symptoms in fibromyalgia (Palomino, Nicassio, Greenberg & Medina, 2007). Helplessness has been shown to play a role in various contexts, such as in academic achievement (Filippello, Buzzai, Costa, Orecchio & Sorrenti, 2020), internalizing and externalizing problems (Sorrenti, Spadaro, Mafodda, Scopelliti, Orecchio & Filippello, 2019), drug addiction (Shaghaghy, Saffarinia, Iranpoor & Soltanynejad, 2011), and pro‐environmental behavior (Landry, Gifford, Milfont, Weeks & Arnocky, 2018).…”

Section: Introductionmentioning

confidence: 99%

Somatic symptoms of helplessness and hopelessness

Ejdemyr

Hedström

Gruber

et al. 2021

Scandinavian J Psychology

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Helplessness and hopelessness are transdiagnostic and aggravating factors of mental ill health, but their relation with somatization is not well documented. The main objectives were to identify somatic symptoms that are particularly associated with helplessness, referred to as somatic symptoms of helplessness (SS‐He), and hopelessness, referred to as somatic symptoms of hopelessness (SS‐Ho), determine increased risk of helplessness and hopelessness if having these symptoms and a certain number of these symptoms, and determine sensitivity and specificity in identifying helplessness and hopelessness based on number of these symptoms in a general Swedish sample. Population‐based data from validated questionnaire instruments were used from 3,210 participants who constituted case groups of helplessness and hopelessness, and corresponding reference groups. Among 15 common somatic symptoms, five SS‐He (e.g., feeling tired/having low energy) and five SS‐Ho (e.g., dizziness) were identified, showing increased risk of helplessness and hopelessness that ranged from the factor 1.73 to 2.58 and from 1.44 to 1.92, respectively, which decreased considerably when controlled for depression and anxiety. The risk of helplessness increased by the factor 1.49 for each additional SS‐He, and by 1.38 for each SS‐Ho. A cutoff of two/three or more SS‐He showed a sensitivity of 81.7/63.7% and a specificity of 40.6/61.4% in identifying helplessness, and 77.4/54.6% and 40.4/66.1%, respectively, in identifying hopelessness based on two/three or more SS‐Ho. Primary care clinicians may consider further investigation of helplessness and hopelessness as well as depression and anxiety if presenting with these symptoms.

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“…Therefore, a supportive environment strengthens self-realization and can facilitate positive functioning among adolescents within schools (Reeve and Jang, 2006;Filippello et al, 2019a). On the contrary, a thwarting context, characterized by pressure and coercion that makes individuals feel inadequate and emotionally disconnected, favors maladjustment and the development of school HPL (Barber and Harmon, 2002;Soenens et al, 2010;Li et al, 2016;Filippello et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Contextual and Dispositional Variables, Well-Being and Hopelessness in School Context

et al. 2020

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The literature's interest has been focused on the study of well-being or depression. However, there has been little research that investigates the relationship between wellbeing and hopelessness (HPL) and the underlying contextual and dispositional variables. Therefore, the aim of the present study was to examine the relationship between some contextual (need-supportive interpersonal behavior and need-thwarting interpersonal behavior) and dispositional variables (dispositional optimism, positive/negative affectivity, explanatory style), academic achievement, general well-being, and school HPL in adolescent students. The results showed that general well-being was positively predicted by need-supportive interpersonal behavior, dispositional optimism, positive affectivity, and adaptive explanatory style (attribution to commitment in the school context), while it was negatively predicted by negative affectivity. Meanwhile, school HPL was positively predicted by need-thwarting interpersonal behavior, negative affectivity, dysfunctional explanatory style (attribution to luck in the school context), while it was negatively predicted by attribution to commitment in the school context and academic achievement. These results provide useful data for the implementation of well-being promotion and school HPL prevention. The implications are discussed as follows.

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

Cited by 59 publications

References 53 publications

Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support

Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support

Somatic symptoms of helplessness and hopelessness

The Relationship Between Contextual and Dispositional Variables, Well-Being and Hopelessness in School Context

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