Title

Learned Helplessness Diminishes Students’ Motivation and Academic Achievement: Implications to Teachers

Date

5-26-2016 6:45 PM

End Time

26-5-2016 7:00 PM

Location

ED 204 / 205

Department

Teacher Education

Session Chair

Zig Derochowski

Session Chair

Alicia Wenzel

Session Chair

Melanie Landon-Hayes

Session Title

Teacher Education Presentations

Faculty Sponsor(s)

Xiaopeng Gong

Abstract

Learned helplessness is derived from an individual's attributions toward anticipated outcomes and their causations. One's perceived sustained controllability, or lack thereof, could result in changes regarding feelings of helplessness. Learned helplessness diminishes motivation and academic achievement in students. Identifying common phenomena early in student lives helps in addressing learned helplessness before it becomes habitual. Included in the research are implications to teachers.

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May 26th, 6:45 PM May 26th, 7:00 PM

Learned Helplessness Diminishes Students’ Motivation and Academic Achievement: Implications to Teachers

ED 204 / 205

Learned helplessness is derived from an individual's attributions toward anticipated outcomes and their causations. One's perceived sustained controllability, or lack thereof, could result in changes regarding feelings of helplessness. Learned helplessness diminishes motivation and academic achievement in students. Identifying common phenomena early in student lives helps in addressing learned helplessness before it becomes habitual. Included in the research are implications to teachers.