This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96, 358–372] has been particularly influential. The purpose of this review is to reformulate this model in the context of academic outcomes and to consider its relevance to learning and achievement. As a means of specifying the variables and paths in the reformulated model of academic learned hopeless, correlates from relevant motivational theories and research, including value-expectancy, self-efficacy, and learning strategies, will be considered. Copyright © 2009 Elsevier Ltd. All rights reserved.
|Journal||Educational Research Review|
|Publication status||Published - 2009|
CitationAu, R. C. P., Watkins, D., Hattie, J., & Alexander, P. (2009). Reformulating the depression model of learned hopelessness for academic outcomes. Educational Research Review, 4(2), 103-117. doi: 10.1016/j.edurev.2009.04.001
- Learned hopelessness
- Expectancy of success
- Learning strategies
- Academic achievement