Abstract
Background: Learned helplessness can become a persistent problem that develops in response to a student’s lack of confidence and frustration with a certain course of study.Aims: This study examined the effects that a teaching strategy that was designed to trigger intrinsic motivation components had on students’ attitudes toward an unpopular scientific subject and students’ learned helplessness as a general characteristic.Sample: The participants consisted of 157 female undergraduate students.Method: A teaching strategy that consisted of multi-dimensional intrinsic motivation components was delivered to one neuropsychology class of students, while a second class was taught exactly the same concepts via a traditional lecturing strategy. Two dependent variables were assessed: Attitude toward the neuropsychology course and learned helplessness. The self-rating scales were administered twice: Once at the beginning of the course and once at the end. An analysis of variance ANCOVA was used to compare the results of the two groups of students.Results: The performance of the students in the experimental group was higher than that of students in the control group in terms of course grades. Furthermore, these students exhibited a more positive attitude to neuropsychology than the students in the control group. Learned helplessness decreased in the experimental group, and this was indicative of the fact that the new teaching strategy had a positive effect on motivational levels.Conclusion: A teaching method that incorporates the components of intrinsic motivation can enhance students’ performance on a specific course and can improve their attitude toward completing that course.
Highlights
Feeling incompetent and failing to understand the materials presented in class are antecedents to task avoidance (Seifert & O’Keefe, 2001)
Learned helplessness decreased in the experimental group, and this was indicative of the fact that the new teaching strategy had a positive effect on motivational levels
A teaching method that incorporates the components of intrinsic motivation can enhance students’ performance on a specific course and can improve their attitude toward completing that course
Summary
Feeling incompetent and failing to understand the materials presented in class are antecedents to task avoidance (Seifert & O’Keefe, 2001). Failures and frustrations in the learning context can be a source of stress and students may choose to avoid situations of this nature by failing to attend classes and exams or mentally avoiding the work that accompanies a given course. They may decide to be passive and negative because they think they lack control of the situation and there is a risk their effort will not translate to results. Students in this situation may adopt maladaptive behaviours to cope with the stress of feeling helpless. Learned helplessness can become a persistent problem that develops in response to a student’s lack of confidence and frustration with a certain course of study
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
