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This study aimed to explore the relationship between social support and perceived stress, and identify barriers to accessing support among undergraduate freshman students (N = 203). Quantitative assessment was conducted using the Multidimensional Scale of Perceived Social Support (MSPSS) and Perceived Stress Scale (PSS-10), supplemented by qualitative data from an open-ended questionnaire. Results indicated that students experienced higher-than-average levels of stress compared to the general population similar in age. Higher levels of social support were positively correlated with increased self-efficacy and negatively correlated with perceived helplessness. Qualitative analysis determined that students sought support primarily from family, friends, and counseling services, while barriers to seeking support included self-reliance, fear of burdening others, and trust issues. The findings suggest that college students with greater social support tend to feel less helpless and more efficacious. Recognizing and addressing support-seeking obstacles are crucial in providing appropriate resources to students. These implications underscore the significance of cultivating a supportive environment to enhance the wellbeing and success of undergraduate students.

A significant number of students with learning disabilities encounter challenges in acquiring knowledge, particularly in mathematics. Nonetheless, having a disability or being disadvantaged is not a preference or decision made by these students - or more generally, by these individuals; rather, this label is assigned to them by the prevailing ideal society that creates normative classifications for identities. Students with disabilities can attend regular education institutions alongside their nondisabled peers through an inclusive education system. However, providing identical opportunities does not necessarily ensure that these students will achieve the same outcomes as their non-disabled counterparts in the educational process. Moreover, motivational orientation is a crucial factor in the success of students participating in inclusive education. Teachers' instructional methods, students' intrinsic motivation, and interactions with family or the environment can contribute to a lack of motivation among students in inclusive education settings. Therefore, the aim of this study is to examine the motivational orientations within mathematics courses of middle school students participating in inclusive education. The study follows a phenomenological research design, which is a qualitative approach. The research involves two twin seventh-grade students, their father, and their current mathematics teacher. Data is collected using a semi-structured interview protocol based on the Motivated Strategies for Learning Questionnaire (MSLQ). The findings indicate that the students, teacher, and father all agreed on the orientations of intrinsic goals, self-efficacy, and test anxiety. According to the results, students in inclusive education do not have intrinsic goals related to the mathematics course; instead, their extrinsic goals are focused on grades and selfrealization. Additionally, students in inclusive education do not experience test anxiety, although they sometimes feel tired before exams. In conclusion, students in inclusive education do not exhibit lower levels of motivation, and each student in inclusive education is unique. Treating them as identical and attempting to find a generalized solution may not yield effective results.

The work landscape is evolving with the advent of the Fourth Industrial Revolution (4IR), potentially rendering current jobs obsolete and necessitating new skills or retraining of existing occupations for future employment. This revolution is disrupting nearly every sector, including education, highlighting the need for education to address issues like unemployment, poverty, and inequality. However, to adequately prepare learners, this can only be achieved with sufficient material and human resources. Understanding these dynamics is crucial in determining whether school leaders and teachers possess the power or autonomy to develop the necessary knowledge, skills, and competencies to empower learners for the 4IR. Power, the ability to achieve organizational objectives, is essential for school leaders and teachers responsible for information and communication technologies in schools to acquire the resources and competencies needed for the 4IR. Drawing on critical theory, this qualitative study explores how school leaders and teachers experience powerlessness due to the challenges they encounter in preparing learners for the 4IR. Semi-structured interviews facilitated participants' reflections and meaning-making of their experiences in this regard. The critical analysis of data yielded themes that underscore the complexities of preparing learners for the 4IR in underserved contexts ill-equipped for such endeavours: time constraints; teacher uncertainty; insufficient infrastructure, incapacitating influence of powerful top management; and detrimental control of district circuits. Participants felt constrained within their job descriptions, lacked the freedom to exert authority over their work, and faced obstacles in making independent decisions and implementing necessary changes.

Since the full-scale war in Ukraine began in February 2022, many Ukrainians have migrated abroad. Canada, with its tradition of welcoming refugees and other displaced persons and its large Ukrainian community, has accepted thousands of Ukrainian migrants. After arriving in Canada, some decided to enroll in community colleges to improve their labor-market skills and to facilitate their transition to life in Canada. This empirical study draws on the psychological resilience theory and the social support theory to examine the challenges these students face, the coping mechanisms they use, and the support they receive from their colleges and Canadian society. The findings reveal that the participants experience stress, anxiety, helplessness, and isolation, owing to concerns about family members in Ukraine and difficulty adapting to a foreign environment. Financial worries also loom large because of their families' loss of property and income, as well as their limited job opportunities in Canada.

Authors evaluated the Student Behavior Checklist-Brief (SBC-B) to test whether teacher-reports of student learning approach (i.e., learned helplessness [LH] and mastery orientation [MO]) were invariant across academic subjects. The current sample includes ethnically diverse seventh and eighth grade students (N = 145; 53 percent male) and six teams of five teachers for the core academic subjects. Authors conducted confirmatory factor analyses and measurement invariance tests on ratings for each of the subject-specific SBC-B measures and total SBC-B ratings that were not subject-specific. Results supported full measurement invariance across academic subjects. This evidence supporting the SBC-B's psychometric properties across subjects increases confidence in using the measure in research and clinical settings to identify youth with tendencies toward LH or MO and explore how LH/MO relate to academic functioning and experiences of internalizing symptoms.

Autistic people experience more co-occurring health conditions and, on average, die younger than non-autistic people. Despite growing awareness of health inequities, autistic people still report barriers to accessing healthcare. We aimed to explore the experiences of autistic people accessing healthcare, shining a light on the complex interplay of relevant factors and to explain, at least in part, the possible reasons underling health disparities and adverse health outcomes. This is a qualitative study from an autistic research team. Data were collected from 1248 autistic adults as part of a large, mixed-methods, international survey exploring barriers to primary healthcare. This article reports the qualitative findings, following a thematic analysis. Using our exploratory findings, we then constructed a model to explain the reported experiences. Respondents reported a variety of barriers. Here, our article gives voice to their stories, in their own words. Themes included: early barriers; communication mismatch; doubt -- in oneself and from doctors; helplessness and fear; and healthcare avoidance and serious adverse health outcomes. Our constructed model outlines a chronological journey through which healthcare access barriers may lead to adverse health outcomes. Our findings also build on the double empathy problem, situating this in a medical context, proposing a triple empathy problem.

Workplace bullying is a widespread phenomenon within Higher Education Institutions (HEIs). Employee tendency to remain silent is one of the most common reactions to workplace bullying. Yet, employee silence in the context of workplace bullying is poorly studied. Building on the Conservation of Resources Theory (COR) and the Learned Helplessness Theory (LHT), this study investigated employee reluctance to take action when witnessing workplace bullying (employee silence). The sample comprised 560 employees working in 20 HEIs in Ireland. Respondents filled out a survey measuring employee silence, victimisation, and team psychological safety. Results showed a negative association between team psychological safety and employee silence, indicating a reluctance to report bullying among respondents with low levels of team psychological safety. In line with the COR and the LHT, a positive association was found between victimisation and employee silence. The paper concludes with a discussion of possible actions for bullying prevention in HEIs.

Although learned helplessness has a long research tradition, neither its contextual predictors nor the ways that they take effect are fully understood. This study inquired into the role of selected aspects of the home learning environment for academic helplessness. We tested whether three dimensions of parent-child school-related interactions--school-related assistance, structure, and responsiveness--predicted helplessness in maths. The study also verified whether student self-efficacy in maths partially mediated the relationships. The analyses were run on a sample of 6726 German secondary school students and used structural equation modelling. They confirmed that higher school-related assistance, structure, and responsiveness in Grade 7 were associated with lower helplessness in maths in Grade 7. Moreover, self-efficacy in maths was a partial mediator of these relationships. Additional analyses with helplessness in maths measured in Grade 9 revealed the same pattern of results for school-related assistance and responsiveness, but only an indirect link was present in the case of structure. The results highlight the protective role that parent-child interactions around school may play against academic helplessness.

College students face a diverse range of difficulties that risk their wellness. Therefore, understanding factors affecting college students' wellness would be important for preventing and intervening strategies. This study examined the mediating role of coping styles on the relationships between basic psychological needs and wellness in Turkish college students. A total of 599 college students participated in the study by filling out self-reported questionnaires on basic psychological needs, coping styles, and wellness. A path analysis was conducted to test the hypotheses. The findings showed positive direct effects of basic psychological needs on wellness. The results also revealed that self-confident, optimistic, and helpless coping styles were partial mediators between basic psychological needs and wellness. However, social support-seeking and submissive coping styles did not play any significant mediation role. Specifically, satisfaction of basic psychological needs was associated with self-confident and optimistic styles, which is in turn positively associated to college students' wellness. These findings advance our understanding of the association of basic psychological needs with wellness via coping styles. The limitations and practical implications, along with the future research directions, were discussed.

It is important to examine women's experiences in the infertility process, as being a woman is perceived as a concept that overlaps with motherhood, and the woman herself is exposed to physical pain during the treatment. In this research, which was carried out with a phenomenological pattern, one of the qualitative methods, the experiences of married women diagnosed with infertility regarding the infertility process were examined, and it was tried to determine the themes that would help psychological counselors in the therapeutic process. The study group consists of 10 women selected by criterion sampling using purposeful sampling methods. The results of the research were discussed under seven headings: infertility experience, stress factors, acquired skills, social support resources, the role of the spouse, coping skills, and belief in the treatment. The theme of the infertility experience includes codes of negativeness, helplessness, frustration, and compelling; the theme of stress factors includes codes of expectations, pressure, uncertainty, the passage of treatment, personal conflicts, against his spouse's liability, failure, and the search for a solution; the theme of acquired skills includes codes of coping with the challenges, obtaining medical information, hoping, common share, body recognition, gender awareness, healthy eating, the theme of social support resources includes codes of, contact, spouse, family, friend, and counselor; the theme of the role of spouse includes codes of support; the theme of coping skills includes codes of, religious beliefs, social activities, the sense of common humanity, work and psychological support; the theme of faith for treatment includes codes of hope and despair.

The purpose of this photovoice study was to better understand how the recent COVID-19 global health pandemic has professionally and emotionally impacted current school leadership. Educators faced varied challenges during this unprecedented time with a rapid shift from in-class to online or hybrid learning and often back and forth between both. The findings identified three overarching themes as major challenges faced by school leaders and professional school counselors during this pandemic: problem solving, emotional brutality, and exhaustion. The findings inform education stakeholders and policymakers about the experiences of educators in times of crisis, specifically during the recent global health pandemic. Implications for the practice led to the need for educators to identify their own opportunities and challenges to further adapt to these new expectations amid a disruptive time that has become the "new norm." Educators are charged with reshaping education by providing the necessary resources to ensure effective teaching and learning (academic factors) and physical and emotional well-being (non-academic factors). Adapting to this new norm requires sound leadership support systems to be in place. Further research is encouraged to engage in additional interviews and focus groups, including photovoice methodology to continue examining the experiences of educators currently charged with keeping both academic and non-academic factors initiatives accountable during challenging times.

This study examines whether digital material preparation training provided to pre-service teachers' using instructional technologies affects their levels of Technological Pedagogical Content Knowledge (TPACK) Self-Confidence. The research is conducted using the Embedded Design, one of the Mixed Methods Research Designs. Study group consists of 24 pre-service social studies teachers. Data is collected using TPACK Self-Confidence Scale (TPACK-SCS) and Semi-Structured Questionnaire. Pre-service teachers were trained on different Web 2.0 tools throughout the implementation phase and thereafter were asked to prepare different digital materials specific to social studies. Quantitative data collected were analyzed using descriptive and predictive statistics. Content analysis of qualitative data was performed using MaxQda 2020 qualitative data analysis software. Research findings revealed a statistically significant difference between pre-test and post-test scores of pre-service teachers' TPACK self-confidence levels. Pre-service teachers' fear of failure, presumed failure, and reluctance to be part of the process turned into a perception of success and self-efficacy following the training, and their learned helplessness disappeared. Teachers should be supported with a practice-based training that will integrate technological, pedagogical and content knowledge for developing TPACK as a comprehensive answer to 21st-century teaching competencies.

School burnout, defined as prolonged feelings of exhaustion, cynical attitude and inadequacy feelings towards schoolwork, can lead to mental problems during adolescence. To find effective ways to prevent burnout, this study examined the synergistic role of two positive personal resources, a stress-is-enhancing mindset and academic buoyancy in relation to school burnout dimensions. The participants were 932 Finnish middle-school 9th-grade (age = 14-15) students. The results of SEM revealed that academic buoyancy and stress-is-enhancing mindset were jointly negatively related to one dimension of school burnout, cynicism. However, the stress-is-enhancing mindset had an indirect effect on all dimensions (exhaustion, inadequacy and cynicism) via academic buoyancy. The findings highlight their joint effect and especially the role of academic buoyancy in relation to school burnout. The implications of the results to burnout prevention and stress theories are discussed.

The purpose of this article is to qualitatively explore the disparity in the perspectives of female and male staff in promoting physical activity towards 3-5-year-old girls and boys in the outdoor playground of a Norwegian kindergarten. The sample consisted of eight female staff and two male staff members from one kindergarten. Semi-structured interviews were used to gather in-depth insight on their attitudes, thoughts, and actions. The results of the study illustrate a basic agreement that male staff are usually more physical and active with both girls and boys. Further, the results demonstrate that neither the female- nor male staff view promotion of physical activity in a gender perspective. The interviews reveal that both female and male staff intend to treat every girl and boy in the same manner when it comes to promoting physical activity; thus, a surprising result is that they do not seem to be conscious about their own stereotypical attitude and how this may affect the girls and boys when promoting physical activity. The staff members, regardless of their gender, obtain an attitude of learned helplessness because they feel there are not enough adults present in the outdoor playground of the kindergarten.

Ecological crises are also spiritual ones, leading to profound heartbreak. By helping us to understand and value the nature of heartbreak, as well as helping to find a balance between heartbreak and hope, religious traditions can play a significant role in empowering people to address serious environmental problems. This paper discusses how reconnection and ritual can help people to strike that balance.

Background: The development of learning attitudes during middle school transition and adaptation is critical, as shown by Self-Determination Theory (SDT). However, the development of adolescents' learning attitudes throughout middle school and the impact of parenting styles on this development remains largely unexplored. Objective: This research aimed to examine the development of adolescents' learning attitudes in South Korean middle school students, and the role of parenting styles in shaping these attitudes, applying the Self-Determination Theory framework and using longitudinal data. Method: Data was sourced from the Korea Children and Youth Panel Survey 2018 (KCYPS 2018), involving a national sample of 2,590 7th grade students. A Latent Transition Analysis (LTA) was employed to determine developmental trajectories and assess the impact of parenting styles on latent profile memberships, taking into account other covariates. Results: The analysis revealed three latent learning attitude profiles: Helpless, General, and Engaged. It showed a general tendency for learning attitude profiles to regress towards the General profile over time, but also a likelihood of consolidation. Significantly, autonomy-supportive and coercive parenting styles had a substantial influence on profile membership probabilities, though their effects varied in nuances. Conclusions: The findings indicate that while the autonomy-supportive parenting style fosters General or Engaged profiles among middle school students, curbing coercive parenting styles is necessary for developing the Engaged profile. In light of the timing and learning attitude profile, personalized and specific interventions in family and educational contexts are recommended.

The aim of the study is to determine whether the attitude of the helicopter mother is within the scope of the traumatic experience. For this purpose, the rates of explaining the traumatic experiences and learned helplessness of helicopter parental attitude were tested. 539 secondary school students between the ages of 16-18 participated in the study. Helicopter Parental Attitude (mother form), Traumatic Experiences and Learned Helplessness Scales were used to analyze the data using structural equation modeling. At the end of the study, 36% of the traumatic experiences of helicopter mothers' attitudes) predicted 35% of learned helplessness. It was observed that mostly helicopter attitudes in the field of basic life skills and learned helplessness were the predictors for the helicopter mothers. The highest correlation with helicopter mothers' attitude was observed in the emotional abuse dimension of traumatic experiences. As a result, it was concluded that the being raised up by a mother with helicopter attitude should be accepted within the scope of traumatic experience. The results of the research are expected to be useful in the fields of parenting and family counseling.

Due to the COVID-19 pandemic, and within a very short period of time, teaching in the 2020 summer term changed from predominantly on-site to online instruction. Students suddenly faced having to adapt their learning process to new demands for which they may have had both insufficient digital skills and a lack of learning resources. Such a situation carries the risk that a substantial number of students become helpless. The aim of our empirical study was to test a hybrid framework of helplessness that includes both objective causes of helplessness and students' subjective interpretations of them. Before lectures or courses began, students of a full-scale university were invited to participate in an online survey. The final sample consists of 1690 students. Results indicate that objective factors as well as their subjective interpretations contributed to the formation of helplessness.

Purpose: Anchoring on the Conservation of Resource Theory (Hobfoll, 1989), the study aims to examine the relationship between student bullying, helplessness and student well-being. Further, the study also examines the mediating role of helplessness and the conditional role of students' psychological capital in the model. Design/methodology/approach: Drawing responses from 397 students in the business management program in various B Schools in India, the hypothesized relationships were tested using IBM SPSS version 23 and AMOS 23, and moderation was checked with Hayes Process Macros. Findings: The results revealed that bullying among students poses a severe threat to their well-being. Further, the study found that bullying increases feelings of helplessness, and such feelings impair well-being. The study also found a significant moderating effect of psychological capital in the relationship between feelings of helplessness and student well-being. Research limitations/implications: The study findings provide students and educational administrators valuable insights into how student bullying deteriorates their well-being and how it can be tackled effectively using their psychological capital. Originality/value: The study made a unique attempt to understand the effect of student bullying on their well-being. The study also provides valuable understanding about the roles of helplessness and psychological capital in the model, which will enrich the theory and practice alike.

Background: Research has shown that students experience less stress in physical education (PE) than in other school subjects; some even find it stress-relieving. Nevertheless, there is a substantial group of students who regularly experience stress in PE. Knowledge of stressors and the attributes of different coping strategies to deal with those stressors helps us to understand where and why some students feel unsafe or threatened while others build their resilience to stressful situations. Little is known about the use of coping strategies in PE in lower secondary school and how they appear in the PE context. Purpose: In this article, we aim to explore what coping strategies 9th grade students, aged 14-15, use when facing various contextual stressors within the PE environment. Method: This article is based on a single case study. We cumulatively used multiple methodological approaches to address the research question, including observations (seven lessons, n=77), individual interviews with PE teachers (n=2), focus groups with students (five interviews, n=18), and individual interviews with students (n=13) to gain different perspectives and insights into how students may cope during various circumstances in PE. Through reflexive thematic analysis, a broad perspective on students' coping strategies was identified. Findings: The findings highlight the volume and variety of coping strategies used among students in the PE context. Twelve different themes or families of coping were identified within the PE context, in support of the transaction model of stress and coping (Lazarus and Folkman 1984) and the framework of Skinner and Zimmer-Gembeck (2016). Different ways of coping were dependent on the individual appraisals of the situation, available resources, situational conditions and the stressor in question. One coping strategy, e.g. to use excuses, belonged to several families of coping, demonstrating the difficulties in identifying one coping strategy as beneficial to another. Communal coping was further identified to the framework, adding knowledge on the role of fellow students when understanding coping strategies in PE. Conclusion: Students use a rich repertoire of coping strategies in PE. Various coping strategies appear, depending on environmental context demands, stressors, appraisal processes, judgments of available resources, and the perception of control over a situation. A cumulative and multi-methodological approach adds nuanced insights to the complex nature of coping strategies in PE, highlighting the need to understand contextual differences in how each student can thrive in situations perceived as stressful.

In this systematic review, we examined quantitative, qualitative and mixed methods studies on loneliness in autistic adults. A total of 1460 articles were identified, and 34 of these met inclusion criteria. Results demonstrated that (1) there is a paucity of qualitative data providing first-hand descriptions of loneliness from autistic adults; (2) few empirical studies have used reliable/valid measures of loneliness developed specifically for autistic adults, and in just one study was a measure of loneliness developed for, and validated in, autistic adults; (3) the collective dimension of loneliness (i.e. belonging in society) has been described by autistic adults, yet has not been investigated as frequently as the intimate (i.e. romantic relationships) or relational (i.e. friend/family relationships) dimensions of loneliness; (4) the factors associated with increased loneliness in autistic adults include autistic characteristics, anxiety, depression and suicidal ideation, negative experiences and learned helplessness, a lack of autism understanding and acceptance, sensory avoidance, camouflaging and unemployment; and (5) the factors associated with decreased loneliness in autistic adults include having relationships, participation in social skill interventions and/or experiencing fewer difficulties with social skills, positive views and acceptance of oneself, being female and time spent engaging in activities (e.g. online gaming). Directions for future research are considered.

Childhood disadvantage is associated with psychological distress throughout the lifespan. Poor children are alleged to give up more often than their more privileged peers when facing challenges. Yet little research has examined the role of task persistence in poverty and mental health. We test whether poverty-related deficits in persistence contribute to the well-documented link between childhood disadvantage and mental health. We used growth curve modeling to analyze three waves (ages 9, 13, and 17) of data assessing the trajectories of persistence on challenging tasks and mental health. Childhood poverty is the proportion of time participants lived in poverty from birth to age 9. We found that individuals experiencing more poverty in early childhood demonstrate less persistence and deteriorated mental health from ages 9 to 17. As expected, task persistence accounts for a portion of the robust childhood poverty--worsening mental health association. Clinical research on childhood disadvantage is in the early stages of unpacking underlying reasons why childhood poverty is bad for psychological well-being throughout life, revealing potential points of intervention.

Foreign language learning is one of the most significant endeavours for people in all countries in the world. Turkey has given importance to foreign language learning for years. Nevertheless, it has been an unresolved problem for Turkish people. The purpose of the present study is to determine why people fail to learn foreign languages in Turkey and the psychological reasons behind it by focussing on perception, foreign language anxiety and learned helplessness. The participants were 100 volunteer students (56 female, 44 male) who were selected randomly from different faculties and departments at Bursa Uludag University. The data were collected from a questionnaire, which consisted of five main sections to identify participants' background, perception of foreign language learning, level of foreign language anxiety, and level of learned helplessness. Both quantitative and qualitative data were collected. The data were analysed in relation to the research questions that guided the study. The results indicated that the participants' perceptions of foreign language learning were positive owing to past positive experiences, but their level of foreign language anxiety was high due to lack of practice in language skills in the past; and their level of learned helplessness was low because of the positive perceptions they possessed. In addition, the findings suggested that the four language skills should be taken into consideration when the contents of foreign language lessons at schools and foreign language courses at universities are prepared and determined.

Research suggests that when dealing with personal setbacks, secondary control (SC) adjustment and acceptance beliefs can foster psychological wellbeing. However, little research has examined these beliefs, in combination, and how they impact students in their academic development. We conducted secondary analysis using an eight-month longitudinal study design over a two-semester introductory course on a sample of university students (n = 237; 64% female; M[subscript age] = 19 years old). Multiple regression analyses assessed whether the students' Semester 1 adjustment and acceptance SC beliefs influenced Semester 2 learning-related emotions, perceived stress, and perceived course success, and whether Adjustment x Acceptance interactions emerged involving these outcomes. Adjustment beliefs promoted learning-related positive emotions (hope, pride), perceived course success, and reduced perceived stress; acceptance predicted higher shame and perceived stress. Students' adjustment predicted lower helplessness for students with high acceptance beliefs. These findings are discussed in light of the role that SC beliefs might play in curbing psychological distress reported by students on postsecondary campuses.

Literature suggests that the perception of being cyber-victimized is a stronger predictor of depression symptoms than the perception of being victimized offline, and that learned-helplessness can explain the prediction of perceived cyber-victimization on perceived depression. Nevertheless, other studies suggested that the link between perceived cyber-victimized and learned-helplessness is weakened by state self-esteem. This study investigates the double mediation effect of state self-esteem and learned-helplessness on the relationship between perceived cyber-victimized and perceived depression. 104 participants between 18 and 30 years of age (63 females, 41 males, 1 prefer not to say) have been recruited through haphazard sampling method to fill in the Cyberbullying Victimization Scale, State Self-Esteem Scale, Learned Helplessness Scale, and Beck's Depression Inventory. Our findings suggest that the double mediation effect occurs. As a conclusion, our findings suggested that cyberbullied social media users will only fall into perceived depression when their state self-esteem is also negatively affected by their perception of being cyberbullied, up to the point where they learn that they are helpless. Further implication are discussed at the end of the paper.

This study examines the meaning of family support for depressed students. Data is collected by interviewing a depressed student and the parents. Depression makes individuals helpless, lonely, and empty, especially due to past injuries and their implications. The results show that people have self-motivation to survive and struggle to escape depression. Stretching the struggle of depressed people can be similar to a metamorphosis process that changes the meaning of loneliness and helplessness into academic superiority.

Background: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence. Aims: We examine whether school belonging, school exclusion, and teacher-student relationship moderate the longitudinal association of learned helplessness differently for students from low-track schools and high-track schools. Sample: The study uses a sample of N = 1,088 (M[subscript age] = 13.70, SD = 0.53; 54% girls) adolescent students who participated in a two-wave longitudinal study. Methods: We conducted latent moderated structural equation modelling to examine whether school belonging, school exclusion, and teacher-student relationship moderate the longitudinal association of learned helplessness differently for students from low-track schools and high-track schools. Results: The moderation analyses revealed that students from both school tracks are differently affected by school belonging and school exclusion in their development of learned helplessness. Teacher-student relationship did not moderate the association. Conclusion: Our findings underline the important role of the social environment in students' development of learned helplessness. Particularly, the differential effects found for the different educational tracks highlight the necessary awareness of educators to interindividual differences of their students.

This study investigated learned helplessness (LH) experienced by male secondary students of the English language and examined the effects of a motivational program based on the L2 Motivational Self System (L2MSS). Primarily, we administered the Learned Helplessness Scale to 189 students in a public school in Tehran, along with the Student Behavior Checklist completed by their teachers to identify and screen students with helplessness. The final sample (n = 74) was randomly assigned to experimental and control groups after evaluating the initial results. By designing and implementing an intervention program based on Dörnyei's L2MSS and supportive teaching for a semester, positive results were found with alleviated helplessness symptoms and improved academic achievements in the experimental group. Based on the results, teachers and their motivational practices could help alleviate students' LH. Furthermore, the durability of the improvements remained elevated at a 6-month follow-up after the intervention. Further implications are discussed.

Depression, anxiety disorders, and students who have experienced trauma have increased across the globe in the past decade. Teachers and students are not immune. Our schools and communities have increased violence and unrest that has resulted in a growing concern among educational leaders. Although most of the educational focus regarding stress and trauma in the classroom currently regards pre-kindergarten through high school levels, the impact that exposure to stress and trauma can have on students does not end there. Some college students may respond to being exposed to stressful or traumatic experiences with cognitive and behavioral manifestations of work avoidance, learned helplessness, or low self-efficacy. In addition to support that students can access outside of the college classroom, there are efforts that college faculty can undertake in order to support students who are struggling in college courses because of their exposure to stressful or traumatic events.

The aim of this study is to explore the metaphorical perceptions of pre-service teachers about Syrian asylum seekers' children. A metaphor analysis method was conducted with 160 pre-service teachers during the spring semester of the 2017-2018 academic year. Data was collected by a metaphor analysis form. Qualitative and quantitative data analysis were both conducted. Inductive content analysis was done to derive conceptual categories from the metaphors and the frequencies and percentages of participants who represent each metaphor and each category were calculated. The findings show that most of the pre-service teachers perceive Syrian asylum seekers' children as traumatized and helpless and need support of others. In addition, there is a category which qualifies Syrian asylum seekers' children as dangerous. Different from all other categories, only the 'Children' category underlines the equity of them with the other children.

This study explored the moderating role of social support between learning self-efficacy and learned helplessness in higher vocational students in Henan Province, People's Republic of China. The Learning Self-Efficacy Scale, Social Support Scale, and Learned Helplessness Scale were adopted to conduct questionnaire surveys, which involved 1,067 students in five Chinese higher vocational colleges. A hierarchical regression model was used to analyze the role of social support in moderating the relationship between learning self-efficacy and learned helplessness. This study observed that learning self-efficacy had a negative effect on learned helplessness and that social support played a moderating role between learning self-efficacy and learned helplessness in the students.

This study aims to study the mediation role of locus of control on the impact of learned helplessness on students' academic procrastination. Studies reported that more than 70% university students procrastinate, and one of the causes is the perception that one is vulnerable or helpless in finishing the procrastinate tasks. It was hypothesized that internal locus of control iLOC can reduce the effect if the learned helplessness (LH) on academic procrastination. Data was collected from 60 university students by utilizing instruments such as Duttweiller's Internal Control Scale, Pure Procrastination Scale (adapted for academic setting) and Learned Helplessness Scale. Multiple regression with Process add-on showed that full mediation occurred; the prediction of LH on procrastination became insignificant when iLOC is controlled. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helpless feeling.

Measurement limitations have hindered research on learned helplessness (LH) and mastery orientation (MO) in the classroom. We reduced the 24-item Student Behavior Checklist to a 6-item scale and tested the abbreviated measure for evidence of reliability and validity in a sample of 5th and 6th graders (N = 299). We then replicated findings in an independent sample of middle school students (N = 116). Results demonstrated strong support for construct validity of the Student Behavior Checklist-Brief (SBC-B), including a hierarchical two-factor structure indicating the distinctness of LH and MO and an overarching construct, which we refer to as "learning approach." Results also demonstrated consistent evidence supporting criterion and convergent/discriminant validity, internal consistency reliability, and temporal stability. The SBC-B offers a psychometrically sound teacher-report measure of LH and MO.

Higher education institutions are heavily reliant on part-time adjuncts to teach their students. These part-time adjuncts now account for the majority of faculty in the United States. This qualitative study utilizes a phenomenological approach to explore the essence of the lived experiences of part-time adjuncts who travel to more than one university in their work roles. This study utilized semi-structured interviews with eight traveling adjuncts. The interview questions were based on: the theory of underemployment, employee engagement theory, and the learned helplessness model. While higher education institutions are reliant on adjunct faculty for their survival, the findings uncovered negative factors within the work environment which included job dissatisfaction, low pay, and little or no benefits. The implications and recommendations of these findings and recommendations for future research are also discussed.

The relationship between two key factors of parental burnout of mothers of children with disabilities was studied on a population of 69 women. Exhaustion and helplessness--two subscales of the new instrument: Parental Burnout Measure-12--showed a decreasing correlation with coherence and personal resiliency. Multiple regression analysis showed coherence as more predicative of exhaustion, while personal resiliency of helplessness. The research did not present any relation between sociodemographic factors or the type of disability (Autism Spectrum Disorder versus Cerebral Palsy) and the level of parental burnout. The results can be considered as significant in designing actions that would support the activities of mothers in the rehabilitation of their children.

School alienation is a complex phenomenon that has recently attracted considerable attention from psychologists because of the negative consequences that may result from it, such as poor academic performance, learning difficulties, school disengagement, behavioral problems, and withdrawal from the educational system, which interfere with students' well-being and academic achievement. However, the behaviors engaged in (i.e., mastery or helplessness) by students who experience feelings of school alienation and the associated impact on their academic performance have been overlooked in research. For this reason, the aim of this study was to investigate the roles played by mastery orientation and learned helplessness in the relationship between school alienation and academic achievement. The study sample consisted of 1,316 Italian students, 504 male (38.3%) and 812 female (61.7%). All participants ranged from age 13 to 20 years, with an average age of 16.27 (SD = 1.45). The results highlighted the roles of mastery orientation and learned helplessness in the relationship between students' perceptions of school alienation and academic achievement. The findings contribute to the literature on school alienation, highlighting the potential implications for schools.

In all educational settings, teachers are likely to encounter learners with different emotional and cognitive characteristics, particularly learners who are demotivated or disengaged and as a result misbehave in the classroom. Learned helplessness (LH) is associated with such emotional and motivational deficits in academic performance. This study investigated the feelings of LH experienced by secondary students in the public middle schools of Iran. To this end, we administered the Learned Helplessness Scale (LHS) and the Student Behavior Checklist (SBC) to 154 students in a public middle school in Tehran. We identified 58 students (aged 13-15 years) with school-related LH and randomly assigned them to the control and experimental groups. These students participated in a motivational intervention program based on Dörnyei's motivational strategies (MSs) with social reinforcement integrated into the English language classroom to improve their academic performance and alleviate feelings of helplessness. The results revealed positive effects of the program on the participants' academic achievement and experienced LH. The delayed posttests also showed acceptable durability effects of the program six months after the intervention. It was found that the teacher and his practices in the classroom could be an effective means of alleviating LH in public schools. Further implications are discussed.

Life skills are essential for the successful transition from dependent childhood to independent adulthood. However, research has shown that there are substantial independent living concerns for many d/Deaf and hard of hearing (DHH) young people, in particular those with additional disabilities. Despite these difficulties, there has been limited data collected on service providers' understanding of life skills acquisition among their service users. This exploratory study examines how professionals working with young DHH adults, aged 15 to 20, many of whom have additional disabilities, conceptualise life skills. The key objective of this study was to ascertain how life skills are understood by these professionals. A purposive sample of 17 education and social care professionals was interviewed using semi-structured interviews. Thematic analysis revealed that while professionals from both the education and social care domains had an understanding of life skills, the classification of these skills was quite narrow and limited. Nonetheless, participants were able to provide much detail on deficits their service users had in many areas of life skills development.

The purpose of this study was to examine the levels of self-assessed dimensions of learned helplessness in a Polish sample of junior high school students. To qualify the students for the learning-disabled (LD) and the nonlearning-disabled (NLD) groups, the teachers' ratings of the students' learning disabilities (LDs) and comorbid disorders symptoms severity were used. The subjects were compared with respect to the three areas of learned helplessness: (a) contingency, (b) cognition, and (c) behavior. The T-tests analysis yielded that the students of LD group reported higher levels of learned helplessness in each of the three dimensions compared to the NLD group. In addition, the multivariate analysis of variance (MANOVA) effects of gender and group on the levels of learned helplessness were examined. Study limitations and the implications for teaching practice were also presented.

In the present paper, we investigated the link between stereotype threat, school achievement, and domain identification in language arts. We hypothesized that stereotype threat may lead to higher intellectual helplessness, lower working memory capacity, lower achievement, and domain identification but only in young men highly identified with their gender group. To test these assumptions we used self-descriptive measures of stereotype threat, intellectual helplessness, gender identification, and domain identification. We also evaluated working memory capacity by working memory test and school achievement using grade point average. Our predictions were tested in structural equation modeling on a nationwide sample of 319 young men from coeducational schools, aged 14-16 years. The results revealed that working memory was a mediator of achievement (y = 0.45, 95% confidence interval [CI] = [0.34, 0.55]), while intellectual helplessness was related to both domain identification (y = -0.13, 95% CI = [-0.22, -0.04]) and achievement (y = -0.13, 95% CI = [-0.21, -0.06]). The proposed model extends our previous work on the role of intellectual helplessness in mathematics by testing the same intervening variable in a different domain, that is, in language arts. We discuss these results in light of previous research on stereotype threat and present practical implications.

Informed by an ethnographic qualitative research study conducted with expatriate teachers of English in Saudi Arabia, we examine emotion(al) labor in the context of transnational mobilities with regards to cultural and institutional tensions. Engaged with wide-ranging interdisciplinary literature on emotion and affect, we discuss the place of transnational emotion(al) labor in four inter-related manifestations: (a) struggles and efforts to interact and communicate with students; (b) internalization and resentment of privilege and deficiency underlying discourses of native speakers; (c) responses to challenges from social, religious, and cultural difference; and (d) prolonged endurance, frustration, helplessness, and resistance to prescribed curriculum, testing, and top-down policy and practice. We also incorporate our reflections and emotion(al) labor as transnationally trained academics as we engage with the participants' accounts. We show how our study could inspire dialogues with the self and conversations among researchers for support and solidarity beyond constructed boundaries of race, language, religion, ethnicity, and nationality.

Many subareas share a common interest in students' "motivational resilience," defined broadly as patterns of action that allow students to constructively deal with, overcome, recover, and learn from encounters with academic obstacles and failures. However, research in each of these areas often progresses in relative isolation, and studies rarely utilize developmental or social-contextual approaches. As a result, we do not yet have a clear understanding of how to help children and adolescents develop a rich and flexible repertoire of tools to deal productively with everyday academic challenges and difficulties. In this article, we knit together these disparate areas of work to create an integrated developmental and social-contextual framework that can guide the future study of these processes. First, we summarize nine areas of work that focus on students' actions on the ground when they encounter academic difficulties: academic resilience, mastery versus helplessness, engagement and re-engagement, academic coping, self-regulated learning, adaptive help seeking, emotion regulation, and buoyancy as well as tenacity, perseverance, and productive persistence. In each area, we highlight work that is explicitly developmental and that depicts key social-contextual factors that shape motivational resilience. Second, we sketch an overarching social-contextual and developmental framework that holds a place for each of these processes. Third, we identify multiple areas where cross-fertilization among researchers can contribute to improved educational practice and study of the development of motivational resilience. An overarching goal of this article (and the special section more generally) is to take first steps toward "field building" on this crucial topic.

A substantial number of experimental studies on stereotype threat explores performance of girls in mathematics. Only few concentrated on gender differences favoring girls in language performance. However, gender differences in a reading test in the Program for International Student Assessment are three times larger than in mathematics. Considerable research indicates that gender differences in achievement and academic attitudes are partly explained by stereotype threat. In this study, using structural equation modeling on representative data from a sample of schoolboys in three age cohorts, we examined the associations of repeated experiences of stereotype threat and two outcome variables: language achievement and domain identification with language arts. We demonstrated that working memory and intellectual helplessness were predicted by the level of stereotype threat. Moving beyond past work, we showed that the indirect effect explaining domain identification through intellectual helplessness was significant in older cohorts. Additionally, the indirect effect linking stereotype threat and language achievement through working memory was not significant in the oldest cohort. In this group, language identification significantly predicted language achievement. These results offer a tentative support of our prediction about a cumulative effect of stereotype threat on domain identification. The present study enriches a small but growing body of literature examining stereotype threat in male samples. Moreover, it identifies a new mediational path by which stereotype threat may be translated into lower domain identification and in turn lower language achievement.

Building on previous studies of college students' writing self-efficacy beliefs, this article presents the empirical foundation for a reconceptualized understanding of this identity process. The study assessed 131 college freshmen enrolled in a developmental writing course who were evaluated holistically using grounded theory methodology. The study identified (a) major theoretical categories revealing the nature of students' initial pessimism about themselves as writers and sense of learned helplessness and (b) a subsequent shift toward optimism and self-efficacy triggered by a particular learning relationship formed with their instructors, the core of the posited mediated-efficacy theory. Implications for college-level developmental writing pedagogy are explored.

Learned helplessness as a negative motivational state can latently underlie repeated failures and create negative feelings toward the education as well as depression in students and other members of a society. The purpose of this paper is to predict learned helplessness based on students' personality traits. The research is a predictive correlational study and the population consists of all high school 3rd grade female students in Kermanshah-Iran in 2013-14. Based on Cochran formula, the sample size was determined 360 people who were selected using multistage cluster sampling method. The samples responded personality traits and attribution style questionnaires. Data were analyzed using Pearson correlation coefficient and multiple regressions with SPSS software. The results showed that there is relation between learned helplessness and personality traits of neuroticism, agreeableness, and conscientiousness, but only the trait of neuroticism can inversely predict learned helplessness.

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.

The main focus of this study was to investigate links between the diathesis-stress hypotheses of the quadripartite model and the helplessness-hopelessness theory of depression. Simultaneously the study tested the psychometric properties of the Turkish version of the Learned Helplessness Scale (LHS). To this end, the LHS was initially administered to a pilot sample consisting of 440 college students. Next, the LHS, Beck Hopelessness Scale (BHS), Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), Pittsburgh Sleep Quality Index (PSQI), Generalised Self-Efficacy Scale (GSES), and Rosenberg Self-Esteem Scale (RSES) were administered to 191 college students. Factor structures extracted from the data on the initial sample was tested on the validation sample and a three-factor structure containing "Internal and Stable Appraisals", "Losing Control" and "General Helplessness" was confirmed. Considering the differentiation between anxiety and depression along with the hypothesis of helplessness-hopelessness theory, it appeared that hopelessness and poor self-esteem constituted specific dimensions of depressive symptomatology. Poor sleep quality was a non-specific component of both anxiety and depression. Helplessness was strongly associated with low self-worth. The results of the present study are discussed in light of quadripartite and helplessness-hopelessness models of depression.

This qualitative study examined the social coping behaviors and strategies used by fourteen academically high-achieving females before the onset of disordered eating in high school. Ineffective social coping strategies could contribute to a feeling of helplessness, which is a risk factor for eating disorders. All participants were interviewed using a semi-structured protocol. The results of a content analysis showed that the participants who did not report any social problems preferred not to be in the popular group at school and they used prosocial behaviors, such as helping others with homework. The participants who experienced social problems and bullying used many ineffective social coping strategies before the onset of symptoms of disordered eating. The findings of this study are relevant for high-achieving students and school counselors. Education about the range of social coping strategies used by gifted and high-achieving students may reduce feelings of helplessness in coping with social problems.