Apriori-based Analysis of Learned Helplessness in Mathematics Tutoring: Behavioral Patterns by Level, Intervention, and Outcome

FRI0076 RELATIONSHIP BETWEEN DEPRESSION, LEARNED HELPLESSNESS, DISABILITY AND DISEASE ACTIVITY IN PATIENTS WITH RHEUMATOID ARTHRITIS

Learned haplessness the concept discovered by Martin E.P. Selingman, helplessness experimented on animals, The impact of learned helplessness has been demonstrated in different animal species, but its effects can also be seen in people. Learned helplessness has also been associated with several different psychological disorders. Depression, anxiety, phobias, shyness, and loneliness can all be exacerbated by learned helplessness. If you believe you are no good and everything you do is inferior or wrong, you are likely to feel a huge loss of control over your life.Learned helplessness is thought to contribute to feelings of anxiety and may influence the onset, severity, and persistence of conditions such as generalized anxiety disorder Learned helplessness is thought to contribute to feelings of anxiety and may influence the onset, severity, and persistence of conditions such as generalized anxiety disorder. Cognitive Behavior Therapy (CBT) is a form of psychotherapy that can be beneficial in overcoming the thinking and behavioral patterns that contribute to learned helplessness.

Learned helplessness affects student motivation and performance, especially in mathematics, where repeated difficulty often leads students to withdraw from tasks. Most existing research has used surveys and teacher observations to study this phenomenon. While these methods provide insights, they do not capture behavioral data or support real-time identification. There is a need for approaches that use behavioral data from learning technologies and apply interpretable machine learning to detect signs of helplessness. This study used interaction logs and academic profiles from 113 Grade 8 students in five public schools in the Philippines. The students used a web-based mathematics tutoring application for 30 minutes under self-paced conditions. The study compared six supervised learning models to classify students as either high or low in learned helplessness based on teacher ratings. Results indicated that Explainable Boosting Machine (EBM), XGBoost, CatBoost, LightGBM, and Random Forest showed high performance, and EBM produced a slightly higher test balanced accuracy. EBM also provided the most interpretable results by identifying general weighted average, mathematics anxiety, time spent, and problem-solving success as the most influential predictors. These results show that learned helplessness can be classified using academic and behavioral indicators collected in digital learning environments. Interpretable models such as EBM can support early detection and guide adaptive instruction. Future studies should examine how models like EBM can help teachers respond to students’ needs across a wider range of subjects and settings.

The article concerns the detailed theoretically-methodological analysis of the modern psychological researches devoted to studying of a “helplessness” phenomenon. The question of studying the relevance of “learned helplessness” phenomenon interrelation with somatic health of the person in the course of his human development is raised. The problem of interrelation of will-power development level with specifics of formation the phenomenon of "learned helplessness" is raised. The special role in this research is given to the pre-school age (the object of the study) as one of the most important periods in the process of human development. The presented integrative approach includes both inter and intra personal factors determining children’s development in the pre-school age, in particular specific features of the age, somatic health, specific child’s health and disease perception, special type of parental attitude to the child’s state of health, special type of parental attitude to the child determining the learned helplessness formation. Expediency of mechanisms specifics of formation the "learned helplessness" from the position of psychosomatic approaches, also taking into account basic provisions of the modern cultural and historical concept is proved. Purpose of the research is to study the connection between the phenomena of “learned helplessness” and the level of will-power development in the pre-school age combined with the weakened somatic health, also developing the special program aimed to prevent the formation of learned helplessness in the pre-school age. Methodology. The theoretical and methodological basis of the research is presented with culturally historical approach in Psychology, principle of system and psycho-somatic approach, ideas of L.S. Vygotsky about the social situation of development and the zone of nearest development as the most important circumstances of child’s personality formation, conceptual theory of “learned helplessness” phenomena systemized by M. Seligman, conceptual theory of “personal helplessness” phenomena systemized by D.A. Ciring, basically theoretical points concerning regulatory functions of psycho, laws and mechanisms of all types activity regulations, theoretical issues concerning the fixed forms of family behavior and their connection with development of children having weakened health, the latest data about the interpersonal perception of phenomenon “health” and “disease”. Results. As a result of research the author presents the principles and the direction of building a special developing program, aimed to optimize the perception of own somatic status by children and their parents, will-power development and prevention of learned helplessness formation. The article presents the results of the program approbation. Practical implications. The data and the results of described research are to be used in the process of brining up and educational process in kindergartens, can be implemented in special programs of child psychologists, in the course of family therapy, by pediatricians as well. DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-12

We explored the complex interplay between students' affective states and problem solving outcomes. We conducted a study where 41 students solved 28 analytical reasoning problems from the Law School Admission Test. Participants viewed videos of their interaction history and judged their emotions at theoretically relevant points in the problem solving session (after new problem is displayed, in the midst of problem solving, after feedback is received). We explore excitatory and inhibitory relationships between the affective states and problem solving outcomes (i.e. success or failure, and associated positive or negative feedback). We isolate affective states that are consequences of outcomes and associated feedback as well as affective states that are antecedents of positive or negative outcomes. Follow-up analyses focused on cyclical patterns that incorporate complex relationships between the affective states and problem solving outcomes. Implications of our results for affect-sensitive artificial learning environments are discussed.

Discovery of behavioral patterns in online social commerce practice becomes important in this digital era. In this article, we propose a systematic approach to behavioral pattern discovery, and apply it in an emerging online social commerce venue: live streaming. We investigate behavioral patterns in gifting encouragement in live streaming to understand online social commerce practice. Our proposed approach is based on multiple triangulation, including data source triangulation (i.e., streamers, viewers, and actual behavior) and data collection method triangulation (i.e., interviews, focus groups, and observations). Through multiple triangulation, four behavioral patterns of gifting encouragement are discovered: (i) requesting a certain gift for providing a particular service, (ii) creating a raffle, (iii) eliciting competition between individuals, and (iv) eliciting competition between groups. This research reveals the special behavioral patterns in live streaming, and thus increases our knowledge of social commerce practices. This research provides a systematic approach to discover online behavioral patterns, and provides practical implications in live streaming platforms, especially in marketing and platform design.This article is categorized under: Application Areas > Business and Industry

This cross-sectional study investigated the social cognitive correlates of digital art in metaverse environments through analysis of user perception and behavioral patterns. The research examined how exposure to digital art within immersive virtual spaces is associated with user cognition and identified demographic factors moderating these associations. Secondary analysis was conducted on multiple datasets including VREED (VR emotion dataset with physiological measures, n = 34), VR eye-tracking data (n = 152), virtual museum navigation records (~7 million), ArtEmis emotion attributions (455K annotations), and WikiArt metadata (80K artworks). Results revealed that digital art exposure showed significant positive associations with aesthetic perception and social value attribution, with moderate effect sizes. Three behavioral exploration patterns emerged: systematic explorers (31.6%), selective browsers (42.1%), and random wanderers (26.3%). Behavioral patterns partially mediated relationships between perception and social cognitive outcomes through emotional resonance, cognitive elaboration, and social mediation pathways. Significant moderation effects were identified for age (U-shaped pattern with strongest associations for 18–25 and 46 + groups), technology proficiency, and cultural background (differential patterns for collectivist versus individualist cultures). The findings demonstrate that digital art experiences in virtual environments are associated with meaningful differences in user perception and social cognition, though associations are moderate and heavily moderated by individual differences. This challenges assumptions about universal effects of metaverse technologies and highlights the need for adaptive, culturally-sensitive approaches to digital art presentation in virtual spaces.

“Being” in pain: The role of self-discrepancies in the emotional experience and activity patterns of patients with chronic low back pain

Capturing students' behavioral patterns through analysis of sequential interaction logs is an important task in educational data mining and could enable more effective and personalized support during the learning processes. This study aims at discovery and temporal analysis of learners' study patterns in MOOC assessment periods. We propose two different methods to achieve this goal. First, following a hypothesis-driven approach, we identify learners' study patterns based on their interaction with lectures and assignments. Through clustering of study pattern sequences, we capture different longitudinal activity profiles among learners and describe their properties. Second, we propose a temporal clustering pipeline for unsupervised discovery of latent patterns in learners' interaction data. We model and cluster activity sequences at each time step and perform cluster matching to enable tracking learning behaviours over time. Our proposed pipeline is general and applicable in different learning environments such as MOOC and ITS. Moreover, it allows for modeling and temporal analysis of interaction data at different levels of actions granularity and time resolution. We demonstrate the application of this method for detecting latent study patterns in a MOOC course.

This study investigated the longitudinal trajectory of learned helplessness in academic settings during adolescence, examined the generalizability of this trajectory across students' demographic and academic backgrounds, and assessed the role of parental autonomy support and psychological control in predicting learned helplessness at each time point. We analyzed five waves of large-scale panel data following Korean adolescent students (N = 2590) from Grade 7 to Grade 11. Our second-order latent basis growth modeling indicated that adolescent students tend to experience a significant, steady increase in helplessness from Grade 7 to Grade 11. In addition, both students' prior academic achievement and family income negatively predicted the intercept of learned helplessness. The contemporaneous effects of parental autonomy support and psychological control on learned helplessness were significant and in the expected directions at all time points: higher autonomy support was associated with lower learned helplessness, whereas higher psychological control was associated with higher helplessness. Notably, parental control exhibited a significant escalating effect, such that its detrimental effect on learned helplessness became stronger over time, whereas the protective effect of parental autonomy support remained stable. This study provides theoretical and practical implications, highlighting the roles of parental autonomy support and control in shaping adolescents' learned helplessness over time.

Introduction. Employment stress among airline service major students is very high, because airlines have not been recruiting during the COVID-19 pandemic, which has led to high learned helplessness and less employment preparation behavior among students. Thus, the purpose of this study was to verify the effect of resilience, one of the positive psychological variables that decrease the negative mutual influence between learned helplessness and employment preparation behavior. Samples and methods. The participants in this study were 312 airline service major students from four universities in South Korea. Data were collected from junior students who were in their third year of university (64.7%) and senior students who were in their fourth year of university (35.3%) in South Korea. For analysis, this study used SPSS Win.25.0 and PROCESS macro for SPSS 3.5 programs to conduct the frequency test for the demographic information, reliability test, correlation test, and moderated mediation effect analysis. Results. First, employment preparation behavior had a negative correlation with employment stress (r = -.497, p<.01) and learned helplessness (r = -.361, p<.01), as well as a positive association with resilience (r = .484, p < .01). Second, the conditional indirect effects of resilience on the relationship between employment stress and employment preparation behavior through learned helplessness were significant (p < .001) when the resilience value was low (M-1 SD), average (M), or high (M+1 SD). Therefore, the moderated mediation effect of resilience was verified. Practical significance. This study found that airline service major students with high resilience have increased employment preparation behavior. Given the results of this study, students’ resilience should be developed and strengthened to reduce or overcome students’ stress and learned helplessness during the COVID-19 pandemic.

Interactive tasks embedded in open-ended digital learning environments offer a promising approach to measuring students’ higher-order competencies efficiently and at scale. More research is needed at the intersection of learning analytics and educational measurement to make these interactive tasks useful assessments in classrooms. This chapter represents our research efforts toward understanding how the log data of students’ interactions within an educational simulation can be translated into meaningful evidence about their problem-solving process. Our analyses reveal that features extracted from log data are both significant predictors of students’ problem-solving outcomes and indicators of specific problem-solving practices. Specifically, instances of deliberate pause during the problem-solving process could be an important and generalizable feature associated with students’ problem-solving competencies across different tasks. The results highlight the utility of log data generated in interactive learning environments to provide unobtrusive observations of students’ problem-solving processes and the power of learning analytics techniques to extract semantically meaningful behavior patterns associated with specific problem-solving practices.

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This study tested a hypothesized social interaction learning (SIL) model of confidant support and paternal parenting. The latent growth curve analysis employed 230 recently divorced fathers, of which 177 enrolled support confidants, to test confidant support as a predictor of problem solving outcomes and problem solving outcomes as predictors of change in fathers' parenting. Fathers' parenting was hypothesized to predict growth in child behavior. Observational measures of support behaviors and problem solving outcomes were obtained from structured discussions of personal and parenting issues faced by the fathers. Findings replicated and extended prior cross-sectional studies with divorced mothers and their confidants. Confidant support predicted better problem solving outcomes, problem solving predicted more effective parenting, and parenting in turn predicted growth in children's reduced total problem behavior T scores over 18months. Supporting a homophily perspective, fathers' antisociality was associated with confidant antisociality but only fathers' antisociality influenced the support process model. Intervention implications are discussed regarding SIL parent training and social support.

Effects of perceived constraints and negotiation on learned helplessness: A study of Chinese senior outbound tourists