Learned HelplessnessEducational Impacts
Published on Apr 12, 2017
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PRESENTATION OUTLINE
Learned Helplessness
A sense of lacking control over circumstances that persists even when control is present (Valas, 2001).
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Thesis
- educator’s praise model is directly correlated to students’ motivation, performance, and mindset
Findings
- Students with learning disabilities (LD) question/infer if attributions are internal/ external locus of control (Arnold, 2017)
- LD students tend to make more external attributions for success and failure than non-disability peers (Arnold, 2017)
- LD students attribute success and failure to external factors, such as luck, and not to internal abilities (Arnold, 2017)
- process praise is not only beneficial, but also necessary in working with specialized populations (Bayat, 2010)
Findings
- grading and evaluation should be founded on effort and growth (process-praise model)
- social comparison and public grading actually lowered the self-efficacy, embarrassed, and made gifted students targets by their peers (Deci & Ryan, 1985)
- students' reinforced by an ability- praise model after achievement tended to select problems that assured continuance to meet the performance goal(s) (Deci & Ryan, 1985)
References
- Arnold, Nicki, G., (2017) Their World 1996/1997. National Center for Learning Disabilities http://www.ldonline.org/article/6154
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
- Valås, H. (2001). Learned Helplessness and Psychological Adjustment II: effects of learning disabilities and low achievement. Scandinavian Journal Of Educational Research, 45(2), 101-114.
