It’s Greek to Me: Domain Specific Relationships between Intellectual Helplessness and Academic Performance
Izabela Krejtz , John B. Nezlek
AbstractIn 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.
|Journal series||Journal of Social Psychology, ISSN 0022-4545, (A 15 pkt)|
|Publication size in sheets||0.3|
|Keywords in English||academic performance, domain specificity, intellectual learned helplessness, Learned helplessness|
|Publication indicators||: 2016 = 0.578; : 2016 = 0.844 (2) - 2016=1.275 (5)|
|Citation count*||10 (2021-02-24)|
* presented citation count is obtained through Internet information analysis and it is close to the number calculated by the Publish or Perish system.