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Journal articles on the topic 'Helplessness'

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Published: 4 June 2021
Last updated: 21 February 2023

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1

Vercors and Lawrence W. Lynch. "Helplessness." Antioch Review 45, no. 3 (1987): 315. http://dx.doi.org/10.2307/4611755.

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2

Arifin, Andrew J. "Helplessness." Canadian Medical Association Journal 192, no. 21 (May 24, 2020): E591—E592. http://dx.doi.org/10.1503/cmaj.191617.

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3

Nuvvula, Sivakumar. "Learned helplessness." Contemporary Clinical Dentistry 7, no. 4 (2016): 426. http://dx.doi.org/10.4103/0976-237x.194124.

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4

LeSage, Joan, Lynda W. Slimmer, Martita Lopez, and Janet R. Ellor. "Learned HELPLESSNESS." Journal of Gerontological Nursing 15, no. 5 (May 1, 1989): 8–9. http://dx.doi.org/10.3928/0098-9134-19890501-04.

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5

Murphy, Shirley A. "LEARNED HELPLESSNESS." Perspectives in Psychiatric Care 20, no. 1 (January 16, 2009): 27–32. http://dx.doi.org/10.1111/j.1744-6163.1982.tb00147.x.

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6

CHRETENSENA, V. "LEARNED HELPLESSNESS." Behavioural Pharmacology 3, Supplement (April 1992): 34. http://dx.doi.org/10.1097/00008877-199204001-00099.

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7

Lifshin, Uri, Mario Mikulincer, and Mabelle Kretchner. "Motivated Helplessness in the Coronavirus Pandemic: Experimental Evidence that Perceived Helplessness to Avoid the Virus Reduces Fear of Covid-19." Journal of Social and Clinical Psychology 41, no. 2 (April 2022): 176–97. http://dx.doi.org/10.1521/jscp.2022.41.2.176.

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Introduction: According to the motivated helplessness hypothesis, thinking that there is nothing to do to avoid the coronavirus may make people less afraid of being infected (Lifshin et al., 2020). Previous correlational evidence indicated that high levels of helplessness were associated with diminished fear of COVID-19 (Lifshin et al., 2020; Lifshin & Mikulincer, 2021). Method: We tested if manipulated perceived helplessness to avoid the virus using bogus messages (high, low or moderate helplessness) would reduce fear of COVID-19, state anxiety, and motivation for protective actions. Results: Supporting the hypothesis, in the high helplessness condition, higher perceived helplessness related to less fear of COVID-19, but this did not occur in the low and moderate helplessness control conditions. Perceived helplessness in the helplessness condition also indirectly reduced state anxiety and motivation for protective actions. Discussion: This research may advance the psychological study of helplessness and our understanding of human behavior during the COVID-19 pandemic.
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8

Ozment, John M., and David Lester. "Helplessness and Depression." Psychological Reports 82, no. 2 (April 1998): 434. http://dx.doi.org/10.2466/pr0.1998.82.2.434.

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9

Ozment, John M., and David Lester. "Suicidality and Helplessness." Psychological Reports 83, no. 2 (October 1998): 718. http://dx.doi.org/10.2466/pr0.1998.83.2.718.

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In a sample of 70 undergraduate men and women, scores on prior suicidal ideation were associated with scores on a helplessness scale based on an internal locus of control but not a helplessness scale based on an external locus of control.
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10

Hoy, Cheri. "Preventing Learned Helplessness." Academic Therapy 22, no. 1 (September 1986): 11–18. http://dx.doi.org/10.1177/105345128602200102.

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11

Clements, Susan, and Susan Cummings. "Helplessness and powerlessness." Holistic Nursing Practice 6, no. 1 (October 1991): 76–85. http://dx.doi.org/10.1097/00004650-199110000-00013.

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12

Overmier, J. Bruce. "On learned helplessness." Integrative Physiological & Behavioral Science 37, no. 1 (January 2002): 4–8. http://dx.doi.org/10.1007/bf02688801.

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13

OZMENT, JOHN M. "SUICIDALITY AND HELPLESSNESS." Psychological Reports 83, no. 6 (1998): 718. http://dx.doi.org/10.2466/pr0.83.6.718-718.

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14

Yoon, Heun-Keung. "A Study on Nursing students' Learned helplessness and Helplessness behavior." Journal of Korean Public Health Nursing 29, no. 2 (August 31, 2015): 244–56. http://dx.doi.org/10.5932/jkphn.2015.29.2.244.

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15

Gholizadeh, S., D. R. Azizoddin, S. D. Mills, G. Zamora-Racaza, H. M. K. Potemra, D. J. Wallace, M. H. Weisman, and P. M. Nicassio. "Psychometric validation of the Arthritis Helplessness Index in systemic lupus erythematosus." Lupus 27, no. 12 (August 15, 2018): 1980–84. http://dx.doi.org/10.1177/0961203318791765.

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Objective Helplessness is a relevant construct in systemic lupus erythematosus (SLE), an unpredictable chronic illness with no known cure characterized by relapsing and remitting features. However, no measure of helplessness has been validated in this population. The present study examined the structural validity, reliability, and convergent validity of the Arthritis Helplessness Index, a measure initially developed for rheumatoid arthritis populations, in a sample of patients with SLE. Methods Patients with SLE ( N = 136) receiving medical care at a private hospital completed the Arthritis Helplessness Index and other self-report measures. The structural validity of the Arthritis Helplessness Index was examined using confirmatory factor analysis. Internal consistency reliability was evaluated with Cronbach’s coefficient alpha. Pearson product–moment correlations were used to examine convergent validity with measures of depression, anxiety and mastery. Results The five-item Arthritis Helplessness Index–Helplessness measure demonstrated a tenable factor structure (comparative fit index 0.98, root mean square error of approximation 0.06, standardized root mean residual 0.04). Internal consistency reliability was fair (α = 0.69). Convergent validity was evidenced by significant correlations with measures of depression, anxiety and mastery. Conclusion The five-item Arthritis Helplessness Index–Helplessness scale can confidently be used as a measure of helplessness in SLE.
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16

Volkova, O. V. "Development of Personality with Learned Helplessness at Different Stages of Ontogenesis." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 397–408. http://dx.doi.org/10.21603/2078-8975-2020-22-2-397-408.

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Learned helplessness was discovered by American positivists in the 1970s. There are two approaches to learned helplessness: as a phenomenon (state) and as a process. Learned helplessness develops as a result of development deficiency or a severe impairment of one of the spheres of personality, e.g. emotions, motivation, will, or cognition. However, the ability to detect learned helplessness is not sufficient to provide timely and systemic psychological assistance. To determine the potential risk of development and aggravation of this state at different stages of ontogenetic development, i.e. as a process, is the main task of preventive diagnosis and systematic prevention of the state of learned helplessness. The research featured peculiarities of learned helplessness development at different stages of ontogenesis – from senior pre-school to adolescence. The research objective was to identify the markers of learned helplessness. Early detection made it possible to develop a special matrix of personality spheres vulnerability related to structural components of learned helplessness. The article illustrates the system of psychological assistance aimed at urgent (primary and secondary) prevention of the state of learned helplessness in children from senior pre-school age to adolescence.
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Wang, Cui-yan, Kai Zhang, and Min Zhang. "Dysfunctional Attitudes, Learned Helplessness, And Coping Styles Among Men with Substance Use Disorders." Social Behavior and Personality: an international journal 45, no. 2 (March 6, 2017): 269–80. http://dx.doi.org/10.2224/sbp.5825.

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We examined the relationships between dysfunctional attitudes, learned helplessness, and coping styles in a sample of 623 men with substance use disorders. We also explored the potential mediating effect of learned helplessness in the relationship between dysfunctional attitudes and coping styles. Participants completed the Dysfunctional Attitude Scale, Learned Helplessness Scale, and Coping Style Questionnaire. Results revealed that male drug abusers demonstrated dysfunctional attitudes and learned helplessness. In addition, dysfunctional attitudes and learned helplessness significantly predicted the coping styles of male drug abusers. However, although learned helplessness affected coping styles, it did not mediate the relationship between dysfunctional attitudes and coping styles. Practical and theoretical implications and limitations are discussed.
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Rozensky, Ronald H., Steven M. Tovian, Paul G. Stiles, Kim Fridkin, and Meg Holland. "Effects of Learned Helplessness on Rorschach Responses." Psychological Reports 60, no. 3 (June 1987): 1011–16. http://dx.doi.org/10.2466/pr0.1987.60.3.1011.

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The present study investigated the relationship between the laboratory experience of learned helplessness and depressive responses on the Rorschach. 50 undergraduate students were randomly assigned to either a learned-helplessness or nonlearned-helplessness condition. After completion of the experimental conditions, subjects were administered Rorschachs which were scored utilizing the Exner Comprehensive System. Student's t tests indicated significantly higher scores on the sum of all responses involving the use of shading and achromatic features (right-side eb) for the learned-helplessness subjects. According to Rorschach theory, these results suggest that subjects in a learned-helplessness condition experience a more painful affective state and tend to withdraw from their environment more than subjects experiencing a nonlearned-helplessness condition. This can be seen as a defense against experiencing more stress. These conclusions are discussed in the context of learned helplessness and reactive depression.
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19

Ananda, Niken Citha, and Hamidah Hamidah. "Learned Helplessness Pada Wanita Dewasa Awal Korban Kekerasan dalam Pacaran yang Masih Bertahan dengan Pasangannya." INSAN Jurnal Psikologi dan Kesehatan Mental 4, no. 1 (April 11, 2020): 36. http://dx.doi.org/10.20473/jpkm.v4i12019.36-42.

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Tujuan penelitin ini untuk mengetahui learned helplessness pada wanita dewasa awal korban kekerasan dalam pacaran yang masih bertahan. Learned helplessness adalah kondisi yang muncul karena ketidakmampuan individu mengatasi atau menghentikan peristiwa negatif yang terjadi terus menerus sehingga menyebabkan penurunan respon. Learned helplessness dibagi menjadi tiga dimensi yaitu penurunan motivasi, penurunan kognitif dan penurunan emosi. Penelitian ini mneggunakan teori learned helplessness milik Seligman (1975). Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus instrumental, menggunakan analisis tematik theory-driven. Partisipan berjumlah 3 wanita dewasa awal berusia 22-23 tahun yang mengalami kekerasan dalam pacaran dan masih bertahan dengan pasangannya. Hasil penelitian menunjukkan bahwa ketiga subjek mengalami kondisi learned helplessness. Faktor yang memengaruhi munculnya learned helplessness pada ketiga subjek adalah fase kekerasan, kekerasan psikologis dan faktor power dan kontrol yang dimiliki pelaku. Ketiga subjek mengalami penurunan motivasi, penurunan kognitif dan penurunan emosi. This research aimed to explain learned helplessness in early adult women who were victims of dating violence, yet they still maintain the relationship. Learned helplessness is a condition where individuals are no longer able to cope or stop negative events that occur continuously, promoting response deficit. There are three learned helplessness dimensions: motivational deficit, cognitive deficit, and emotional deficit. This study used Seligman's (1975) learned helplessness theory. This was a qualitative study with an instrumental case study approach. The framework used was thematic analysis using the theory-driven approach. This study involved 3 early adult women aged 22-23 years old who experienced dating violence yet still maintain the relationship. The results showed that all participants experienced learned helplessness. There were three factors that influenced the learned helplessness; there was a cycle of violence, psychological violence, and power and control factor by the perpetrators. All participants demonstrated motivational deficit, cognitive deficit, and emotional deficit.
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20

Kim, Ji-Hae. "The Effect of Parenting Attitudes on Academic Helplessness mediated by Grit and Depression in Adolescents." Social Welfare Policy and Practice 8, no. 2 (July 30, 2022): 45–78. http://dx.doi.org/10.37342/swpp.2022.8.2.45.

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The purpose of this study is to investigate the effect of parents’ positive and negative parenting attitudes on academic helplessness mediated by grit and depression of adolescents. To this end, data from the third year of the Korean Child-Youth Panel Survey 2018(KCYPS 2018) were used, and the results of analyzing structural equation model for 2,384 people are as follows. First, the direct effect of parents’ positive parenting attitude on academic helplessness was not significant, and negative parenting attitude had a positive effect on academic helplessness. Second, positive parenting attitudes had a positive effect on adolescents’ grit, and the effect on depression was not significant. Third, the grit of adolescents had a negative effect on academic helplessness, and depression had a positive effect on academic helplessness. Finally, as a result of the mediating effect analysis, grit completely mediates the effect of positive parenting attitudes on academic helplessness and partially mediates the effect of negative parenting attitudes on academic helplessness. Based on these results, we suggested the method to decrease the academic helplessness of adolescents.
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21

Mofrad, Sakineh, Liew Jia Yam, and Ikechukwu Uba. "Peer relationship safeguards for learned helplessness behaviour." Global Journal of Business and Social Science Review (GJBSSR) Vol. 1(4) 2013 1, no. 4 (October 23, 2013): 35–39. http://dx.doi.org/10.35609/gjbssr.2013.1.4(5).

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Objective This is an empirical study that examined the impact of parenting style, peer relationship on learned helplessness among 120 university students aged 18 to 23 years (M=19.7) from Sunway University, Malaysia. Methodology/Technique A survey was conducted to collect the data. Parental Authority Questionnaire (PAQ) was used to measure parenting style, while the Inventory of Parent and Peer Attachment (IPPA) was used to measure peer relationship and Helplessness Behaviour Questionnaire (HBQ) was used to measure learned helplessness. Findings Findings of the study revealed no significant relationship between parenting style and learned helplessness behaviour. However, there was a negative and significant relationship between peer relationship and learned helplessness behaviour. The study, therefore revealed the significant effect of peer relationship on learned helplessness among the sample of the study irrespective of gender. Novelty The paper, hence highlighted the importance of peer relationship in the planning of educational curriculum for adolescents. Later studies may examine the effect of other socio-environmental factors on learned helplessness behaviour. Type of Paper Empirical paper Keywords: Learned Helplessness; Parenting Style; Peer Relationship; Education.
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22

Lennerlöf, Lennart. "Learned Helplessness at Work." International Journal of Health Services 18, no. 2 (April 1988): 207–22. http://dx.doi.org/10.2190/cpfb-y04y-5dcm-yx7f.

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The development of theory and research on learned helplessness is reviewed and criticized on some points, e.g., for its reliance on artificial laboratory experiments. Some empirical findings are presented, indicating a connection between certain work characteristics and learned helplessness. Other research traditions have emphasized the importance of job qualifications, freedom of action, and development possibilities for well-being and health. There is, however, hardly any research on learned helplessness at work. Learned helplessness hypotheses should be tested on data from real life; if applied to work environment research, the theory of learned helplessness could generate important results.
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Burland, Julie P., Adam S. Lepley, Marc Cormier, Lindsay J. DiStefano, and Lindsey K. Lepley. "Examining the Relationship Between Neuroplasticity and Learned Helplessness After ACLR: Early Versus Late Recovery." Journal of Sport Rehabilitation 30, no. 1 (January 1, 2021): 70–77. http://dx.doi.org/10.1123/jsr.2019-0379.

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Context: Altered neural signaling is known to have a direct impact on psychological wellness. Therefore, disruptions in neural signaling after anterior cruciate ligament reconstruction may influence psychological dysfunction, in some cases manifesting as learned helplessness. Helplessness is a psychological paradigm that presents as altered neuromuscular control, reduced motivation, and psychological deficits. Objectives: The authors sought to evaluate the relationship between helplessness, neural activity, and quadriceps function at different time points after anterior cruciate ligament reconstruction. Evidence Acquisition: Twenty-nine individuals with unilateral anterior cruciate ligament reconstruction were categorized into early group (<2 y, age: 19.13 [2.18] y; height: 1.77 [0.11] m; mass: 76.903 [11.87] kg) or late group (>2 y, age: 22 [23] y; height: 1.67 [0.07] m; mass: 65.66 [11.33] kg). Quadriceps function (activation and strength), spinal-reflexive and corticospinal excitability (active motor thresholds and motor evoked potentials), and helplessness were obtained. A principal component analysis was performed by group (early and late) to identify which factors of helplessness were most associated with neural activity and quadriceps function. Pearson product moment correlation analyses were performed by group to determine associations between individual components and main outcomes. Evidence Synthesis: In the early group, cognitive readiness was associated with quadriceps strength of the injured limb (r2 = .513, P = .004), and self-awareness/management was associated with motor threshold of the injured limb (r2 = .238, P = .05). In the late group, intrinsic helplessness was associated with motor output of injured limb (r2 = .653, P = .01). Conclusion: Helplessness is made up of several attributional constructs, which are altered at different phases of recovery. Helplessness constructs interact differently with neural activity and quadriceps function across time. These findings are preliminary and do not establish a causal link between neural alterations and learned helplessness. Future studies should serially evaluate both changes in neural activity and learned helplessness attributes throughout recovery.
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Smallheer, Benjamin A., Michael Vollman, and Mary S. Dietrich. "Learned Helplessness and Depressive Symptoms Following Myocardial Infarction." Clinical Nursing Research 27, no. 5 (January 27, 2017): 597–616. http://dx.doi.org/10.1177/1054773816689752.

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Psychosocial factors are known to impact depressive symptoms across clinical populations. Learned helplessness has the potential of affecting depressive symptoms following acute myocardial infarction (AMI), though little is known about this relationship. The purpose of this study was to examine the relationship between learned helplessness and depressive symptoms in patients following an AMI. Using a descriptive cross-sectional design, participants with a diagnosed AMI within the past 12 months were recruited. Standardized instruments and measures were used to evaluate learned helplessness and depressive symptoms. A statistically significant direct relationship was found between learned helplessness and depressive symptoms, suggesting that individuals with higher self-reported levels of learned helplessness also reported more depressive symptoms. These results indicate learned helplessness is associated with depressive symptoms in individuals following an AMI. In developing post-AMI treatment plans, health care staff should focus on psychologic points of intervention to the same extent as physiologic interventions.
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Tayfur, Ozge. "The Antecedents and Consequences of Learned Helplessness in Work Life." Information Management and Business Review 4, no. 7 (July 15, 2012): 417–27. http://dx.doi.org/10.22610/imbr.v4i7.996.

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Technologies, processes and products are easily imitated in today’s business world, so organizations can differentiate themselves from others only with their human capital. Helplessness, which may reflect itself as alienation, withdrawal, turnover intention is a serious problem that could prevent the adequate utilization of human capital. The overarching purpose of this study was to review “learned helplessness literature” with specific focus on helplessness in work context. This study, hopefully provided insights about why employees exhibit passive behaviors and apathy; in other words fall into helplessness even though they could initiate a change. In the first part, development of learned helplessness concept was explained together with initial models and experiments. After providing this background information, the individual and work-related antecedents of helplessness were listed. As part of antecedents, the impact of locus of control, gender, role stressors (i.e., workload, ambiguity) and organization structure was discussed briefly. In the third part, both organizational and individual consequences of helplessness were mentioned. Finally, suggestions were made to both practitioners and researchers in order to contribute advancement of theory and improvement of quality of work life.
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26

Job, R. F. S. "Learned helplessness in chickens." Animal Learning & Behavior 15, no. 3 (September 1987): 347–50. http://dx.doi.org/10.3758/bf03205030.

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27

Slimmer, Lynda W., Martha Lopez, Joan LeSage, and Janet R. Ellor. "PERCEPTIONS OF LEARNED HELPLESSNESS." Journal of Gerontological Nursing 13, no. 5 (May 1, 1987): 33–37. http://dx.doi.org/10.3928/0098-9134-19870501-09.

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28

Peterson, Christopher, Dawn Colvin, and Emily H. Lin. "EXPLANATORY STYLE AND HELPLESSNESS." Social Behavior and Personality: an international journal 20, no. 1 (January 1, 1992): 1–13. http://dx.doi.org/10.2224/sbp.1992.20.1.1.

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Explanatory style refers to our habitual ways of explaining bad events. According to the reformulation of the learned helplessness model, stability and globality of explanatory style influence the extent of helplessness following bad events. However, most research involving explanatory style looks not at helpless behavior per se but rather at more distant consequences (like depression) ostensibly involving helplessness. In the present research, we explicitly investigated helplessness and its relationship to explanatory style. Study One found that students (n = 40) who explained bad events with stable and global causes were less likely than their more optimistic counterparts to take active steps to improve their course performance following a poor grade. In contrast, internality of explanatory style was positively correlated with active coping attempts. Study Two found that young adults (n = 72) who explained bad events with stable and global causes were less likely to take active steps to feel better when they experienced symptoms of illness. Internality of explanatory style was not significantly correlated with attempts to feel better.
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Craner, Julia R., Wesley P. Gilliam, and Jeannie A. Sperry. "Rumination, Magnification, and Helplessness." Clinical Journal of Pain 32, no. 12 (December 2016): 1028–35. http://dx.doi.org/10.1097/ajp.0000000000000355.

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30

Schill, Richard A., and David K. Marcus. "Incarceration and Learned Helplessness." International Journal of Offender Therapy and Comparative Criminology 42, no. 3 (September 1998): 224–32. http://dx.doi.org/10.1177/0306624x9804200304.

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31

Feasey, Rebecca. "Anxiety, helplessness and 'adultescence'." European Journal of Cultural Studies 12, no. 4 (October 19, 2009): 431–46. http://dx.doi.org/10.1177/1367549409342511.

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Verloop, Huibertha Bastiaantje. "An attitude of helplessness." Intervention 15, no. 2 (July 2017): 166–72. http://dx.doi.org/10.1097/wtf.0000000000000139.

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Wolf, Ernest. "Group Helplessness and Rage." Group Analysis 42, no. 2 (May 20, 2009): 177–84. http://dx.doi.org/10.1177/0533316409104364.

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The problem of group violence is one of the most important issues facing society. Not only is this a crucial topic for our Americanized society, but we are confronted with events that are occurring all over the globe, on all continents, and in all countries. While it is obvious that the daily news pin-points the current `hot' area of conflict, such as the Middle East, the Balkans, and certain regions of Africa, there seems to be no spot on earth that is safe from unreasoned violence. Individuals as well as groups are in danger of being destroyed. How are we to understand these phenomena?
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Omachi, Theodore A., Patricia P. Katz, Edward H. Yelin, Carlos Iribarren, Sara J. Knight, Paul D. Blanc, and Mark D. Eisner. "The COPD Helplessness Index." Chest 137, no. 4 (April 2010): 823–30. http://dx.doi.org/10.1378/chest.09-0764.

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35

Prapavessis, Harry, and Albert V. Carron. "Learned Helplessness in Sport." Sport Psychologist 2, no. 3 (September 1988): 189–201. http://dx.doi.org/10.1123/tsp.2.3.189.

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One purpose of the present investigation was to examine whether tennis athletes have maladaptive achievement patterns associated with learned helplessness, and whether this condition is related to gender and/or skill level. A second purpose was to determine if there is a relationship between maladaptive achievement patterns and the attributional styles used in failure performances. A sport-specific questionnaire based upon the research of Dweck and others was designed to assess the cognitive, motivational, and emotional maladaptive achievement patterns in male and female highly skilled and lesser skilled athletes enrolled in a tennis academy (N=50). Another sport-specific questionnaire based on Abramson’s attributional model was used to measure each athlete’s attributional style (i.e., locus of control, stability, globality, and importance). Results revealed that 11 subjects demonstrated maladaptive achievement patterns associated with learned helplessness. No gender or skill level differences were present. Subjects classified as helpless had a different attribution dimension style for explaining failure performances than did subjects classified as nonhelpless. Specifically, helpless subjects gave ratings that were internal, persistent, and recurrent. The results were discussed in terms of their practical implications.
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Healy, David, David S. Minors, and James M. Waterhouse. "Shiftwork, helplessness and depression." Journal of Affective Disorders 29, no. 1 (September 1993): 17–25. http://dx.doi.org/10.1016/0165-0327(93)90114-y.

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37

Conwill, Jill. "Understanding and Combating Helplessness." Rehabilitation Nursing 18, no. 6 (November 12, 1993): 388–94. http://dx.doi.org/10.1002/j.2048-7940.1993.tb00795.x.

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38

Saxena, Sharad, and Hardik Shah. "Effect of Organizational Culture on Creating Learned Helplessness Attributions in R&D Professionals: A Canonical Correlation Analysis." Vikalpa: The Journal for Decision Makers 33, no. 2 (April 2008): 25–46. http://dx.doi.org/10.1177/0256090920080203.

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Organizations must make effective use of their resources in order to succeed in today's global marketplace. To get the most out of their human resources, organizations empower employees to allow them to work to their highest potential. In doing so, firms are attempting to make employees aware that there is a link between their efforts and subsequent performance. In other words, employers are making employees responsible for their behaviour and then rewarding those who show signs of the most appropriate behaviour; however, these strategies will not work with all employees. One specific reason, empowerment may not work, is because some individuals exhibit learned helplessness behaviours. Due to such negative impact of learned helplessness attributions on performance in organizations, it is important to understand how people develop learned helplessness attributions and what role organizational culture plays towards developing or helping to cope up with such negative way of thinking which essentially impairs the performance of individuals. Learned helplessness as a deed per se is highly influenced by the philosophical foundations, value systems, and ethos of the organization and therefore the basic premise of the study is that the organizational culture is one of the fundamental causes of creating learned helplessness attributions. In this paper, an attempt has been made to explore the relationship among different dimensions of organizational culture and learned helplessness attributions for R&D professionals of pharmaceutical industry of India. Different strategies to manage R&D professionals have been suggested based on the results. The study revealed that: the organizational culture variables were negatively related to the learned helplessness attributions the role of organizational culture was significant in order to create or remove learned helplessness the attributions played an important role in causing depression and vulnerability situations that eventually results in learned helplessness all learned helplessness attributions were quite closely related and created a well-defined dimension for representing LH attributions the outcome dimension of learned helplessness was fairly well predicted by the set of organizational culture profile variables when acting as a set learned helplessness was brought on by a handful of uncontrollable, stress-creating factors including time and performance pressures, lack of free time, the competitive and demanding nature of research projects, and lack of opportunity to socialize or engage in recreation.
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Han, Hee-Jin. "The effect of social support perceived by elementary school students on academic helplessness." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 379–91. http://dx.doi.org/10.22251/jlcci.2022.22.20.379.

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Objectives The chief purpose of this study is to analyze the factors that affect the academic helplessness of elementary school students by focusing on the variables related to social support perceived by them. Methods To analyze the research question, the missing values were considered from the ｢Korean Children and Youth panel Survey 2018｣ third-year data(2020) for the panel of the elementary school 4th grade. Finally, a correlation analysis and multiple regression analysis were performed on the subjects of 490 students in the 6th grade. Results First, grit, parents’ autonomous support, and relationship with friends had statistically significant effects on the academic helplessness of elementary school students. Specifically, it was derived that grit, parents’ autonomous support, and relationship with friends had statistically significant effects on the sub factors of academic helplessness, deficient locus of control and lack of academic motives; grit and relationship with friends had statistically significant effects on lack of positive emotions; gender, grit, and relationship with friends had statistically significant effects on lack of active performance. As a result of analyzing the factors that influence academic helplessness according to the gender of elementary school students, grit and relationship with friends had statistically significant effects on academic helplessness and the four sub factors of academic helplessness for the female student group. On the contrary, grit, parents’ autonomous support, and relationship with friends had statistically significant effects on academic helplessness for the male student group. Grit and parents’ autonomous support had statistically significant effects on deficient locus of control; grit and relationship with friends had statistically significant effects on lack of positive emotions; and grit on lack of academic motives and active performance. Conclusions This study holds significance in exploring the variables that influence academic helplessness of elementary school students around social support and suggesting future research directions and implications of academic helplessness.
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40

Aljarrah, Abdelnasser T., Wesal H. Al- Omari, and Faisal K. Alrabee. "Degree of Parent's Practices of Learned helplessness Language from Basic Education Learned Helplessness Students' Perspective." Journal of Educational and Psychological Studies [JEPS] 10, no. 2 (March 1, 2016): 255–70. http://dx.doi.org/10.53543/jeps.vol10iss2pp255-270.

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This study aimed at investigating the degree of parents' practices of learned helplessness language from the viewpoint of primary stage learned helplessness students, and whether such degree varies according to the variables of gender, class, and academic achievement. To achieve the aim of the study, a questionnaire consisted of 20 items was constructed. The study sample consisted of 426 male and female elementary students in the Directorate of Education in Irbid, Jordan. The results revealed that the degree of practicing learned helplessness language as medium from the perspective of thestudents. Also, parents practiced learned helplessness language foremost in the subjects of math, English, and science. Practice level of the learned helplessness language was influenced by student gender and differences were observed in the level of practicing learned helplessness language with grade level. The study concluded statistical significant differences in the level of practicing learnedhelplessness language by students' parents as perceived by the students themselves which is owed to academic achievement. High achievers average scores were higher than low achievers.
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41

Azari, Abdul Aziz. "Pengalaman Psikologis Ketidakberdayaan Post COVID-19 di Jember (Studi Kasus)." MEDICAL JURNAL OF AL QODIRI 5, no. 2 (October 31, 2020): 7. http://dx.doi.org/10.52264/jurnal_stikesalqodiri.v5i2.41.

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Introduction: Helplessness is a condition in which the individual feels unable to endure all painful and uncomfortable things that support himself. In people with post-Covid-19, the helplessness they experience tends to be the signs and symptoms they experience when suffering from Covid-19. This study aims to describe the helplessness of Covid-19 patients as long as they are attacked by Covid-19. Methods: This study used a qualitative research design with a case study approach. Participants in the study were 1 person with purposive sampling data collection technique. Data analysis using Colaizzi technique. Results: Based on the research conducted, there were several manifestations of helplessness presented by Covid-19 sufferers, emotional, motivational and behavioral symptoms; where it all decreases and affects a person's depression. Discussion: The experience of suffering from Covid-19 provides traumatic experiences for sufferers, one of which is helplessness during the Covid-19 treatment period, and this results in changes in the emotional, cognitive, and behavior of someone who has suffered from Covid-19. Keywords: helplessness, Covid-19, psychological, depression.
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42

Aljarrah, Abdelnasser T., Wesal H. Al- Omari, and Faisal K. Alrabee. "Degree of Parent's Practices of Learned helplessness Language from Basic Education Learned Helplessness Students' Perspective." Journal of Educational and Psychological Studies [JEPS] 10, no. 2 (March 1, 2016): 255. http://dx.doi.org/10.24200/jeps.vol10iss2pp255-270.

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This study aimed at investigating the degree of parents' practices of learned helplessness language from the viewpoint of primary stage learned helplessness students, and whether such degree varies according to the variables of gender, class, and academic achievement. To achieve the aim of the study, a questionnaire consisted of 20 items was constructed. The study sample consisted of 426 male and female elementary students in the Directorate of Education in Irbid, Jordan. The results revealed that the degree of practicing learned helplessness language as medium from the perspective of thestudents. Also, parents practiced learned helplessness language foremost in the subjects of math, English, and science. Practice level of the learned helplessness language was influenced by student gender and differences were observed in the level of practicing learned helplessness language with grade level. The study concluded statistical significant differences in the level of practicing learnedhelplessness language by students' parents as perceived by the students themselves which is owed to academic achievement. High achievers average scores were higher than low achievers.
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43

Ksenia, K. S., E. V. Dekina, and T. I. Kulikova. "Psychological and Pedagogical Technologies of Working with Teenagers to Level the Manifestations of Learned Helplessness." Psychological-Educational Studies 12, no. 2 (2020): 38–55. http://dx.doi.org/10.17759/psyedu.2020120203.

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The article discusses the prerequisites for the emergence of learned helplessness in adolescents, offers psychological and pedagogical technologies for its study and prevention. Diagnostic and preventive programs are based on the selected components of learned helplessness: motivational, cognitive, and emotional. The article presents the materials of an empirical study obtained on a sample of teenagers in grades 5-6 in the number of 66 students who had a state of learned helplessness. The criteria and indicators for assigning children to a risk group based on the state of learned helplessness were marker words in the speech of a schoolchild. We used the author's questionnaire, the questionnaire “Motivation for success and fear of failure” by A.A. Rean, “Method of research of self-esteem and the level of claims” by Dembo-Rubinstein, the projective test “Nonexistent animal”, “Phillips school anxiety Test”, “Maddy's resilience Test” (adaptation by D.A. Leontiev), “Torrence creativity Test”. The study revealed the characteristics of adolescents with the phenomenon of “learned helplessness”. To overcome the conditions of learned helplessness in this category of students, the “Path to Success” program was developed and tested, recommendations were made to teachers on leveling the manifestations of learned helplessness in adolescents. To prevent and overcome the syndrome of learned helplessness, create emotional well-being of adolescents as targets of psychological influence, the formation of adequate self-esteem and the level of claims of adolescents, the development of an objective, adequate attitude to the results of their activities, orientation not to error, but to obtain new knowledge are identified.
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44

Bąk, Olga, Sabina Barszcz, Aleksandra M. Słowińska, Wirginia Szymańska, and Anna Oleszkowicz. "Pochwały i krytyka od nauczyciela a bezradność intelektualna z matematyki i języka polskiego u dziewcząt i chłopców w okresie wczesnej adolescencji." Psychologia Rozwojowa 26, no. 2 (September 2021): 79–96. http://dx.doi.org/10.4467/20843879pr.21.013.15136.

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Praise and Criticism from the Teacher and Intellectual Helplessness in Mathematics and Polish Language among Girls and Boys in Early Adolescence Learning a variety of school subjects may involve experiencing repeated inability to perform tasks effectively despite one’s efforts. The negative consequences of such experiences are called intellectual helplessness (Sędek, 1995). One of the factors relevant to its occurrence may be the feedback provided by the teacher. The main aim of the study was to determine whether there is a relationship between the frequency and type of praise and criticism formulated by Polish language teachers or mathematics teachers and intellectual helplessness in a given subject, as well as to examine gender differences in this respect. A total of 381 (193F and 188M) students aged 12–16 years participated in the study. Two methods were used: the School Communication Questionnaire (Bąk, 2016) and the Intellectual Helplessness Scale in versions for Polish language and mathematics (Sędek, 1995). The results indicate that girls and boys do not differ in the level of intellectual helplessness in both subjects. However, in the group of girls, the intensity of intellectual helplessness in mathematics increases with age. Boys experience a wider variety of ineffective feedback from the teacher than girls. The level of intellectual helplessness in students in both subjects decreases along with the increase in the praise and reduction of the often ineffective criticism.
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45

Menyhért, Anna. "The Acknowledgement of Helplessness: the Helplessness of Acknowledgement, Imre Kertész: Fatelessness." Hungarian Studies Review 44, no. 1-2 (October 1, 2017): 105–34. http://dx.doi.org/10.5325/hungarianstud.44.1-2.0105.

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46

Mikulincer, Mario, and Tamir Caspy. "The conceptualization of helplessness: II. Laboratory correlates of the phenomenological definition of helplessness." Motivation and Emotion 10, no. 3 (September 1986): 279–94. http://dx.doi.org/10.1007/bf00992321.

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47

Hayes, Syler, Daniele Doucet, and Robinder P. Bedi. "University Students Who Overcame Learned Helplessness: What Helped or Hindered?" Canadian Journal of Counselling and Psychotherapy 55, no. 3 (December 3, 2021): 334–62. http://dx.doi.org/10.47634/cjcp.v55i3.69678.

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Learned helplessness in an academic environment often affects educational performance and mental health in adverse ways (Ciarrochi et al., 2007; Hu et al., 2015). Using a modified version of the Enhanced Critical Incident Technique, this study aimed to develop a better understanding of what helps or hinders university students in overcoming learned helplessness. Analysis generated 14 categories of helping incidents and seven categories of hindering incidents, most of which were consistent with previous research. This study identified the category Being in the Spotlight, which had not been noted at all in past research. Examination of the results contributes information about reported interactions between hindering incidents and the importance of autonomy in overcoming learned helplessness, topics neglected or understudied in past research on learned helplessness in university students. Overall, the results of this study provide additional direction for counsellors working with university students who experience learned helplessness and highlight the need for further research to understand in more detail the helping and hindering factors outlined in this study.
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48

Akca, Figen. "The relationship between test anxiety and learned helplessness." Social Behavior and Personality: an international journal 39, no. 1 (February 1, 2011): 101–11. http://dx.doi.org/10.2224/sbp.2011.39.1.101.

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The purpose in this study was to investigate the relationship between the test anxiety and learned helplessness levels of students preparing for the Turkish High Schools Placement Test (HSPT) and University Entrance Examination (UEE). The study was conducted with the participation of 708 students from Aksaray Province in Turkey, of whom 319 were preparing for HSPT and 389 were preparing for UEE. The Learned Helplessness Scale (Aydın, 1985; Seligman et al., 1984) and the Test Anxiety Scale (Baltaş, 1993) were used to collect data. Although HSPT students scored higher than UEE students for levels of anxiety and learned helplessness, there was no significant difference between level of test anxiety and learned helplessness (r = 0.048).
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49

Go, Yohan, and Hyewon Chung. "The Effects of Youth Activities and Self-esteem on the Academic Helplessness: Focusing on The Mediated Effect of Grit." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 19–36. http://dx.doi.org/10.22251/jlcci.2022.22.14.19.

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Objectives The purpose of this study is to explore the structural relationship of the effects of youth activities and self-esteem between the academic helplessness through the mediating effect of the grit of middle school students, and analyze the direct and indirect effects between variables. Methods For this purpose, the 2020 survey data of the Korean Children and Youth Panel Survey 2018 (KCYPS 2018) were used, and 2,384 students for the 3th grade at middle school were selected for the study. The structural equation modeling was applied to the dataset. Results The results are as follows: First, the youth activities and self-esteem had a negative effect on academic helplessness. In addition, the grit had a significant direct effect on academic helplessness. Second, the effect of youth activities on academic helplessness is futher strengthened by grit as a mediator. Finally, the effect of self-esteem on academic helplessness is futher strengthened by grit as a mediator. Conclusions Based on these main results, it is necessary to recognize and improve the necessity of youth activities, self-esteem, and grit to lower academic helplessness. and provide various youth activities programs, self-esteem and grit promote program for middle school students.
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Filippello, Pina, Neil Harrington, Sebastiano Costa, Caterina Buzzai, and Luana Sorrenti. "Perceived parental psychological control and school learned helplessness: The role of frustration intolerance as a mediator factor." School Psychology International 39, no. 4 (May 8, 2018): 360–77. http://dx.doi.org/10.1177/0143034318775140.

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The present study aims to investigate the relation between perceived parental psychological control, school learned helplessness and mastery orientation, and also to test frustration intolerance as a mediator in the relation between perceived psychological control and school learned helplessness. The sample consisted of 214 (86 male and 128 female) high school students with an age range between 17- and 19- years ( M = 18.20; DS = 0.98). Results indicated that maternal psychological control positively predicts frustration intolerance, and that in turn, frustration intolerance positively predicts school learned helplessness. Furthermore, there was a significant indirect effect of frustration intolerance in the link between maternal psychological control and school learned helplessness, pointing to an important mediating role for frustration intolerance. Theoretical and practical implications are discussed.
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