Academic risk factors and deficits of learned hopelessness: A longitudinal study of Hong Kong secondary school students

Raymond Chung Park AU, David A. WATKINS, John A.C. HATTIE

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15 Citations (Scopus)

Abstract

The aim of the present study is to explore a causal model of academic achievement and learning‐related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective–motivational characteristics of students such as prior academic failures, academic attributional style, self‐efficacy, thoughts about intelligence, school values, learned hopelessness, self‐esteem, learning strategy effectiveness and academic achievement, and the relationships among them. A sample of 741 Hong Kong secondary students completed a series of scales over a school year. As expected, prior achievement was the best predictor of subsequent achievement. The next best predictors were perceived learning difficulties and learned hopelessness. This in turn leads to disengagement from schooling and students taking on most responsibility for their failing. Recommendations for teachers and schools to ameliorate these beliefs may redress the move towards hopelessness. Copyright © 2010 Taylor & Francis.
Original languageEnglish
Pages (from-to)125-138
JournalEducational Psychology
Volume30
Issue number2
DOIs
Publication statusPublished - Mar 2010

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Citation

Au, R. C. P., Watkins, D. A., & Hattie, J. A. C. (2010). Academic risk factors and deficits of learned hopelessness: A longitudinal study of Hong Kong secondary school students. Educational Psychology, 30(2), 125-138. doi: 10.1080/01443410903476400

Keywords

  • Learned hopelessness
  • Attributions
  • Motivation
  • Self‐efficacy
  • Expectancy of success
  • Learning strategies
  • Academic achievement