Exploring Variations in Performance Improvement Practices of Parents of Secondary School Students with Low and High Learned Helplessness
Abstract
Students with learned helplessness (LH) has remained a challenge for parents as well as for teachers in schools. A good school system must accommodate such students who are challenging for teachers because such phenomenon causes drop out of children from schools. To address the issues in performance of students with LH, exploring variations in the practices of parents was the aim of the study. The study employed explanatory mixed methods design. For selection of participants, we used criterion sampling. Initially, the Learned Helplessness Questionnaire (Sorrenti et al., 2014) was administered to categorize and screen the students with high and low LH. Once the students and parents were categorized, then, 30 students (15 from each category i.e., low and high LH) and 30 parents (15 from each category i.e., low and high LH) were interviewed for understanding the phenomenon deeply. By employing axial coding on transcribed data, four categories emerged: 1) study-friendly measures, 2) physiological approach, 3) diagnostic approach, and 4) confinement. The study provided insights to teachers and parents to manage students with high LH carefully to get better performance in secondary schools.
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