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学生知觉到的教师期望存在性别和成绩的显著差异;数学学习中习得性无助感的性别差异不显著,成绩差异显著;教师期望与数学学习中习得性无助感呈显著负相关;在学生知觉到的教师期望对数学学习中习得性无助感的影响中,教师态度起主要作用. 相似文献
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中专生普遍存在不同程度的数学学习中习得性无助感,其中绝大多数属于中等及以上程度。不同性别、年级的中专生数学学习中习得性无助感的差异不显著。不同数学学习成绩的中专生数学学习中习得性无助感的差异极其显著。 相似文献
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数学学习中习得性无助感与数学成绩、数学学习动机、数学自我效能感、知觉到的教师期望、数学学习策略显著负相关,与数学焦虑显著正相关.数学学习动机、数学焦虑、数学自我效能感对数学学习中习得性无助感构成显著的直接回归效应.数学学习策略、知觉到的教师期望对数学学习中习得性无助感形成间接回归效应. 相似文献
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文章首先阐述了习得性无助的概念,然后分析了大专生数学学习习得性无助产生的原因,最后提出了大专生数学学习习得性无助的干预措施,包括增加学生的自我效能感;指导学生运用学习策略;引导学生进行积极的归因训练;改进教学方法,提高学生兴趣。 相似文献
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数学学习中习得性无助感学生的心理特征分析 总被引：1，自引：0，他引：1
“习得性无助感”是一种放弃努力的行为的反应,是从“无论个体自身怎么努力都于事无补”的想法而来的放弃行为。数学学习中习得性无助感是在一定的数学学习情境中诱发的,由于学生长期没有达到预期学习目标,屡次遭受失败的挫折,产生消极认知,确信自己对学习数学缺乏能力,产生无能为力之感,从而在动机、情感、认知和行为上所表现出来的一种消极的特殊的心理状态。数学学习中习得性无助感往往使学生降低或丧失数学学习动机和自信心,怀疑自己的智力水平、数学学习能力,对数学学业任务放弃努力,产生一种焦虑、厌倦、学习信心丧失的消极的情绪状态… 相似文献
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吴婷 《中国科教创新导刊》2013,(7):152-152
近年来习得性无助感已成为当前学生学习的主要问题之一。本文通过对习得性无助感的初步探讨认为学校环境压力、家长消极评价、单一的评价机制是习得性无助感产生的主要原因。本文结合实际教学工作中的体会提出了学校和家庭环境中习得性无助感的防治对策,从归因训练、自我效能感训练和策略训练三方面对存在习得性无助感的学生提出了治疗对策。 相似文献
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吴智勇 《中学语文(读写新空间)》2006,(5):26-27
在写作教学中，我们经常会看到这种现象，不少学生一提起作就愁眉苦脸、哀声叹气。表现出较为强烈的畏难情绪和排斥心理。这种消极心理体验在心理学中被称作“习得性无助感”，它不仅会影响学生的写作学习，也会影响学生其他方面的学习，甚至是身心健康。特别是在严峻的考试压力之下。那么。什么是习得性无助感呢，写作教学中的习得性无助感是如何产生的。又有那些切实可行的消除对策呢，这是个很值得探讨的话题。 相似文献
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对H省农村中学的805名学生进行问卷调查,考察累积生态风险对农村初中生英语学习习得性无助感的影响,以及积极心理资本在其中所起的作用。研究发现：（1）农村初中生积极心理资本和英语学习习得性无助感存在性别差异,累积生态风险和英语学习习得性无助感存在年级差异;（2）累积生态风险显著正向预测农村初中生英语学习习得性无助感,积极心理资本显著负向预测农村初中生英语学习习得性无助感;（3）积极心理资本在累积生态风险和农村初中生英语学习习得性无助感之间起中介作用。为降低农村初中生英语学习习得性无助感,要从家庭、学校、同伴、社区等不同方面着力,减少高风险因素,为初中生创设良好的成长环境;重视学生积极心理资本培养,增强农村初中生的心理韧性、希望感,提高其学习动力、自信心和适应能力;强化家校社协同,家长履行“第一责任”,注重亲子间的感情纽带维系,主动配合学校教育。 相似文献
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分析习得性无助感的个案．查找学习困难学生学习困难的原因，并从实际出发探讨解决这类学生学习困难的对策，提出教育的本质就是通过教育帮助学生成功。 相似文献
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顾玲玲 《邢台职业技术学院学报》2014,(6):56-59
进入新世纪以来,大量90、95后学生涌入高职校园,习得性无助群体成为高职校园中一类特殊的弱势群体。文章从两则典型的案例出发,分析高职院校学生习得性无助感的成因;从习得性无助群体的原生家庭入手,解析不良亲子关系对高职习得性无助群体的影响;通过引入高校的介入机制,提出了构建家校共育的习得性无助防控和转化体系的相关措施。 相似文献
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李俊 《四川职业技术学院学报》2021,(2):44-49
公文写作是秘书学专业学生需要掌握的一项重要技能,然而,公文写作学习是一个周期长、见效慢和相对枯燥的过程,致使学生在学习过程中容易产生习得性无助心理。针对秘书学专业学生在公文写作学习中习得性无助的心理表现,通过问卷调查和访谈分析了其形成的主客观原因,并从学校工作与专业教师教学两个层面提出相应对策。 相似文献
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The aim of the present study was to examine the interplay between test anxiety (i.e. worry and emotionality) and learned helplessness in a sample of adolescents (N = 845, aged 13–17 years) in secondary schools in Germany. In accordance with the buffering hypothesis, it was hypothesised that the detrimental association between both components of text anxiety and helplessness in school would be buffered by students’ perception of their teachers as positive motivators (TPM). TPM refers to student motivation within the academic context, which results from their perception of teacher support. Interesting differences between the two components of test anxiety were identified: emotionality was positively associated with helplessness in school, whereas worry was negatively associated. Using latent moderated structural equations (LMS), the findings revealed that TPM functions as a moderator in the interplay between emotionality and learned helplessness. Despite these results, TPM did not operate as a buffer between emotionality and learned helplessness since helplessness in school was the highest when students perceived some degree of TPM. These findings make a case for implementing specific psychological interventions within the school context in order to prevent helplessness in school. 相似文献
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《Journal of educational and psychological consultation》2013,23(1):15-48
The phenomena of learned helplessness and learned resourcefulness offer consultants and school personnel an alternative way to conceptualize and work with the problems of low motivation and self-esteem in students. In this article, these phenomena are described and interventions are posed that can assist students in learning to develop more resourceful attitudes and behaviors. 相似文献
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Harald Valås 《Scandinavian Journal of Educational Research》2013,57(1):71-90
The present study deals with relations between academic achievement, learned helplessness and psychological adjustment (self-esteem and depression), controlled for gender and age. A preliminary study was conducted to test the direction of the relationship between learned helplessness, assessed by the teacher, and own expectation about academic achievement. The sample consisted of 1580 students with data collected in grades 3 and 4, 6 and 7 and 8 and 9. The relation between these two variables was reciprocal, with the strongest effect between helplessness and expectations. Hypotheses concerning the relations between achievement, helplessness and psychological adjustment were tested by means of a cross-sectional sample consisting of 1575 students in grades 4, 7 and 9. The analyses of structural equation models showed that academic achievement was directly and indirectly related to the pattern of attributions, expectations, helplessness and psychological adjustment. Moreover, helplessness and academic expectations were significantly related to psychological adjustment. The results also clearly found that boys showed more helpless behaviour, as assessed by the teacher, than did girls, while, on the other hand, girls reported more psychological maladjustment. Some practical implications of the findings are reported at the end of the paper. 相似文献
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袁盈儿 《宁波教育学院学报》2022,(1):43-47
习得性无助感是一种普遍存在的心理障碍,在小学英语学习过程中,由于小学生内因如缺乏成功体验、不恰当的归因和不正确的比较以及家庭、学校和教师的外因共同影响下的一种低自我效能感、低学习动机的认知障碍。通过集体干预的形式,从儿童的英语学科核心能力、归因方式、自我认知以及家长认知四个方面进行干预,旨在将儿童习得性无助感转变为高自我效能感。 相似文献
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Sandra Fay Mark 《Contemporary educational psychology》1983,8(1):1-19
A critical analysis of theoretical and methodological issues in learned helplessness is presented. Researchers have tended to focus upon learned helplessness as a behavioral trait independent of contextual conditions. Learned helplessness has been studied exclusively in achievement settings using achievement tasks, perceived as maladaptive behavior requiring some intervention strategy or retraining program. It has not been studied as an adaptive response to situational demands. It is the purpose of this paper to analyze the theoretical backgrounds and methodological limitations of much of the research in learned helplessness and to suggest new directions and implications for education. 相似文献
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通过对高中生体育学习动机缺乏的现状的深层次探讨,得出动机缺乏的三个主要原因：习得无助感、低需要满足和环境因素;在此基础上,提出解决问题的相关对策与建议。 相似文献
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中小学学生习得性无助的形成、表现及其治疗 总被引：3，自引：0，他引：3
王水珍 《河北师范大学学报(教育科学版)》2002,4(1):75-78
学生的学业不良、社交困难，一直是教育界和心理界关注的热点，而习得性无助正是这类学生的一种普遍倾向。探讨习得性无助的形成、表现及其治疗，有利于教师理解习得性无助学生，从而帮助其克服这种障碍。 相似文献
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J. Michael Priddy Jodi L. Teitelman Dennis M. Kivlighan Barbara S. Fuhrmann 《Educational gerontology》2013,39(5):507-518
The concept of learned helplessness has been used to explain many of the depression‐like symptoms found in elderly clients. Persons experiencing learned helplessness perceive events to be beyond their personal control, and learn that it is useless to respond. This syndrome adversely affects cognitive functioning, affect, motivation, and self‐esteem, and these persons present particularly difficult problems for the helping professional. This article relates the theory of learned helplessness to the losses of aging, and describes a brief experiential training program for service providers. The training teaches interpersonal skills useful in working with the depressed elderly. By allowing older persons to have impact within the counseling interaction itself, the process of restoring perceived control and reducing helplessness is initiated. 相似文献