It’s Greek to Me: Domain Specific Relationships between Intellectual Helplessness and Academic Performance

Izabela Krejtz , John B. Nezlek

Abstract

In a study of the domain specificity of intellectual learned helplessness, we collected data from 376 students in 14 classrooms. We measured feelings of intellectual helplessness for mathematics and language skills, anxiety about performance in each of these domains, and general working memory. Multilevel modeling analyses found that feelings of helplessness in language skills were negatively related to grades in language but were unrelated to grades in mathematics. Similarly, feelings of helplessness in mathematics were negatively related to grades in mathematics but were unrelated to grades in language. Controlling for anxiety or working memory did not change these relationships, nor did they vary across the age of students. The results support conceptualizations in which learned helplessness has a domain specific component.
Author Izabela Krejtz (Wydział Psychologii)
Izabela Krejtz,,
- Wydział Psychologii
, John B. Nezlek (Wydział Zamiejscowy w Poznaniu)
John B. Nezlek,,
- Wydział Zamiejscowy w Poznaniu
Journal seriesJournal of Social Psychology, ISSN 0022-4545, (A 15 pkt)
Issue year2016
Vol156
No6
Pages664-668
Publication size in sheets0.3
Keywords in English academic performance, domain specificity, intellectual learned helplessness, Learned helplessness
ASJC Classification3207 Social Psychology
DOIDOI:10.1080/00224545.2016.1152219
URL http://dx.doi.org/10.1080/00224545.2016.1152219 <p>
Languageen angielski
File
Nezlek J._is's Greek_all_2016.pdf 393.15 KB
Additional file
2017-03-14-10-12-56-422.pdf 17.52 KB
Score (nominal)20
Publication indicators Scopus SNIP (Source Normalised Impact per Paper): 2016 = 0.578; WoS Impact Factor: 2016 = 0.844 (2) - 2016=1.275 (5)
Citation count*9 (2020-09-26)
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