Learned helplessness and anxiety among a sample of primary school students with learning difficulties

Abstract

Introduction. In primary education, understanding the psychological experiences of students with learning difficulties is of utmost importance. Among the various psychological factors that can impact their well-being, learned helplessness and anxiety have been identified as significant contributors. Learned helplessness refers to a state of perceived powerlessness and a belief that one's actions do not influence their outcomes. Coupled with anxiety, it can create a debilitating cycle that hinders academic progress and emotional well-being. This study explores the relationship between learned helplessness and anxiety among a sample of primary school students with learning difficulties. By shedding light on these interrelated factors, this research seeks to provide insights that can inform targeted interventions and support strategies to enhance the educational experiences and overall well-being of students facing learning challenges. Aim. This study aimed to identify the level of learning disability and anxiety among primary school students with learning difficulties in the Karak governorate in Jordan. Materials and methods. The study followed the descriptive survey approach, and the study sample consisted of (150) students from the fifth basic class students in the Karak governorate in Jordan, and to achieve the objectives of the study, the researcher used the learning disability scale and anxiety scale. The results. Students were found to have significant levels of learning impairment, with 19 questions rated as "very difficult" or "very difficult to do." These items revealed students' difficulties with group work tasks, emotions of hopelessness, and perceptions of their own weakness. In one set of data, the statement "I cannot engage in activities of a group work nature" got a mean score of 3.99 and a standard deviation of 1.21. In fact, only 3 items obtained average ratings, with "I avoid tough chores and duties" receiving the lowest score (mean = 3.60, standard deviation = 1.31). High levels of anxiety were also reported by students, with the highest levels being related to problems concentrating and breathing (mean anxiety scores of 4.57 and 4.47, respectively). Traditional teaching methods, overcrowded classrooms, family upbringing, and the educational environment are all hypothesised to contribute to the elevated anxiety levels seen in students with learning impairments. Pervasive difficulties affecting the students' well-being and educational experiences are indicated by the mean scores of 3.78 (SD = 1.12) and 3.89 (SD = 1.08) for learning disability and anxiety, respectively. Conclusions. Primary school kids in Karak governorate, Jordan, who were having difficulty learning found to have high levels of acquired helplessness and anxiety, indicating severe emotional suffering, according to this study. It was speculated that factors such as traditional teaching methods, overcrowded classrooms, parental involvement, and the general educational atmosphere all played a role. The results highlight the immediate need for educational method improvements and the provision of holistic support to lessen the effect of these psychological obstacles on students, with the ultimate goal of bettering their educational experience and general well-being. In light of these findings, it is imperative that educators, politicians, and carers reevaluate and restructure the current educational and support systems to better accommodate students with learning impairments.