The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

Abstract

Background: Learned helplessness can become a persistent problem that develops in response to a student's lack of confidence and frustration with a certain course of study. Aims:This study examined the effects that a teaching strategy that was designed to trigger intrinsic motivation components had on students' attitudes toward an unpopular scientific subject and students' learned helplessness as a general characteristic. Sample:The participants consisted of 157 female undergraduate students. Method:A teaching strategy that consisted of multi-dimensional intrinsic motivation components was delivered to one neuropsychology class of students, while a second class was taught exactly the same concepts via a traditional lecturing strategy. Two dependent variables were assessed: Attitude toward the neuropsychology course and learned helplessness. The self-rating scales were administered twice: Once at the beginning of the course and once at the end. An analysis of variance ANCOVA was used to compare the results of the two groups of students. Results:The performance of the students in the experimental group was higher than that of students in the control group in terms of course grades. Furthermore, these students exhibited a more positive attitude to neuropsychology than the students in the control group. Learned helplessness decreased in the experimental group, and this was indicative of the fact that the new teaching strategy had a positive effect on motivational levels. Conclusion:A teaching method that incorporates the components of intrinsic motivation can enhance students' performance on a specific course and can improve their attitude toward completing that course.

Students' Learned Helplessness and Teachers' Care in EFL Classrooms

“…These learners would rather ignore doing assignments or carry out simpler ones; therefore, they would not face disappointments that are regarded as a reflection of their innate absence of abilities. Moreover, when learners lack the capability of changing their reaction to difficult circumstances like coping with frustration and repetitive failures, and an essential inspiration or self-determination, they are then mentally evasive and possess LH (Eldowah and Alnajashi, 2017 ). They are incapable of altering or provoking the strategy fulfilled after their failure.…”

“…They are incapable of altering or provoking the strategy fulfilled after their failure. Therefore, they ascribe no worth to their dedication, as they believe that they have no control over their educational cycle and their scholastic achievement (Dickhäuser et al, 2011). Students are at a danger of contracting LH when they face an academic failure cycle and they become less aware of their skills (Pasta et al, 2013).…”