Abstract
This study aimed at investigating the effectiveness of a training program based on social cognitive theory in reducing learned helplessness in mathematics for tenth grade students. The study sample consisted of (30) tenth-grade students chosen by the intentional method. They were randomly divided into two groups: an experimental group consisting of (15) students exposed to the training program based on social cognitive theory, and a control group consisting of (15) students not exposed to the training program. The Mahajneh (2010) learned helplessness Scale was used, and its validity and reliability were verified. The findings of the study showed statistical significant differences between the means of the responses of the study sample on the learned helplessness scale as a whole and on its dimensions attributed to the group, in favor of the experimental group. The findings of the study also showed no statistically significant differences between the means of the responses of the experimental group to the post and follow-up measurements of the learned helplessness scale as a whole and its dimensions.
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