Learned Helplessness
Eugenia Wisneski
Embedded Files
Learning Targets:
The student will give examples on how learned helplessness impacts students.
The student will identify signs of learned helplessness.
The student will be able to implement strategies to help students overcome learned helplessness.
Take a few minutes and take each quiz starting with Quiz 1.
Calming scene after taking Quizzes.
How did you feel after taking the first quiz? What about after the second quiz? Was the first one or second one harder? Did you even try the second one after trying the first one? If you answered no to the last question, then you just displayed learned helplessness.
AI generated image of an elephant standing in a small enclosure, looking sad and defeated, displaying learned helplessness. The elephant has a slouched posture, head lowered, and eyes downcast. The enclosure has a closed gate, but it is slightly ajar, symbolizing that escape is possible, yet the elephant does not attempt to leave. The setting is dimly lit, emphasizing the elephant's feelings of helplessness and resignation.
Learned Helplessness: Origins and Impact
Learned Helplessness: Origins and Impact
Introduction of the Hypothesis
Learned Helplessness was first introduced as a hypothesis in 1976 by Maier and Seligman. They initially studied it in animals, but later extended to humans (Maier & Seligman, 1976).
Key Experiment (Maier & Seligman, 1976)
Dogs were placed in a setting where they could not escape electric shocks. Over time, they stopped trying to escape—even when given the opportunity. Conclusion: When individuals experience repeated failure and lack of control, they stop attempting to change their situation.
Application to Students
Students who repeatedly experience failure may believe that no amount of effort will lead to success. This belief leads to passive involvement and disengagement in the classroom.
Effects of Learned Helplessness on Students (Yates, 2009)
Lack of interest in learning.
Avoidance of tasks that seem too difficult.
Giving up without attempting work.
Long-term impact on academic achievement.
Effects can persist into adulthood, making success more challenging.
Recognizing Learned Helplessness in Students
Recognizing Learned Helplessness in Students
Difference Between Learned Helplessness and Disengagement
Disengaged students show little interest in learning because they find the material uninteresting or irrelevant (Womack, 2013). They may refuse to participate by choice. Students with learned helplessness often appear engaged but struggle internally. They believe that no matter how much effort they put in, success is unattainable.
Signs of Learned Helplessness (Yates, 2009)
Minimal initiative or effort in tasks.
Avoidance of tasks perceived as too difficult.
Complaints about assigned work.
Low self-esteem, leading to a belief that they “just can’t do it.”
Heavy reliance on teacher assistance without attempting tasks independently.
Importance for Educators
Understanding this distinction is crucial for choosing the right intervention. Disengaged students may benefit from more relevant, engaging lessons (Womack, 2013). Students with learned helplessness need targeted strategies to rebuild confidence and motivation (Yates, 2009). Recognizing these signs is the first step in providing effective support.
AI generated image of a young student sitting at a school desk, looking frustrated and defeated, displaying learned helplessness. Their head is resting on their hand, eyes downcast, with a worksheet in front of them. A teacher stands beside them, leaning down with a concerned and encouraging expression, trying to offer help. The teacher's body language is supportive, with one hand gently on the desk and the other gesturing toward the worksheet. The classroom background includes a chalkboard and educational posters. The lighting is warm, emphasizing the teacher’s supportive presence.
AI generated image of a young girl sitting confidently at a school desk, smiling and engaged in her work. She holds a pencil and is actively writing on a worksheet, showing determination and focus. Her posture is upright, expressing confidence and perseverance. The classroom background includes a chalkboard with positive affirmations and educational posters. The lighting is bright and warm, emphasizing a sense of accomplishment and motivation.
Strategies to Help Students Overcome Learned Helplessness
Strategies to Help Students Overcome Learned Helplessness
Encourage a Growth Mindset (Guiang-Myers, 2021)
Normalize failure as part of the learning process.
Provide feedback that praises effort rather than ability.
Offer multiple opportunities for success to build confidence.
Break Tasks into Doable Steps (Wright, 2015)
Provide structured guidance while allowing students to experience small achievements.
Help students build confidence by scaffolding learning.
Give Students Choices (Wright, 2015)
Offering choices in learning can help students regain a sense of control and motivation.
Use Student-Centered Learning & Accountability (Womack, 2013)
Encourage students to take responsibility for their learning.
Reinforce the connection between effort and success through active engagement.
Create a Supportive Classroom Environment
Combine these strategies to foster perseverance and resilience in students.
Final Thoughts
Final Thoughts
Learned helplessness can negatively impact students' academic achievement and emotional well-being, making it crucial for educators to recognize and address it early. Effective strategies such as promoting a growth mindset, offering choices, breaking tasks into manageable steps, and fostering accountability help students regain confidence and develop perseverance (Guiang-Myers, 2021; Wright, 2015). By creating a supportive classroom environment, educators can empower students to take ownership of their learning and build resilience for future success. Now, what steps can you take in your classroom to ensure that no student feels powerless in their learning journey?
Let's See What You Have Learned (Another Quiz):
Let's See What You Have Learned (Another Quiz):
(This one is easier, I promise.)
1. How does learned helplessness affect students?
1. How does learned helplessness affect students?
A) It helps them develop stronger study habits.
B) It increases engagement in classroom activities.
C) It leads them to believe that their actions do not affect their success.
D) It makes them more motivated to succeed.
2. You notice that one of your students, Alex, often avoids challenging tasks and frequently says, “I can’t do this,” before even attempting his work. You suspect that he may be experiencing learned helplessness. To help Alex regain confidence in his abilities, you decide to offer him choices in his learning activities.
2. You notice that one of your students, Alex, often avoids challenging tasks and frequently says, “I can’t do this,” before even attempting his work. You suspect that he may be experiencing learned helplessness. To help Alex regain confidence in his abilities, you decide to offer him choices in his learning activities.
Which of the following best explains how offering choices can help Jake overcome learned helplessness?
Which of the following best explains how offering choices can help Jake overcome learned helplessness?
A) By selecting from different options, Alex gains a sense of control over his learning, which builds confidence and motivation.
B) Giving Alex choices allows him to pick only easy tasks, ensuring he avoids frustration and feels successful.
C) Offering choices removes the need for Alex to work independently, making it easier for him to rely on teacher assistance.
D) Providing choices forces Alex to work harder, reinforcing the idea that struggling through difficult tasks is the only way to succeed
3. How does disengagement differ from learned helplessness?
3. How does disengagement differ from learned helplessness?
A) Disengagement is always a result of learned helplessness.
B) Disengaged students refuse to participate out of choice, while students with learned helplessness believe their effort will not lead to success.
C) Learned helplessness occurs in students who do not care about school, while disengagement is caused by repeated failure.
D) Students with learned helplessness find schoolwork irrelevant, while disengaged students try but struggle internally.
Answers: 1-C; 2-A; 3-B
References:
Guiang-Myers, G. (2021, November 17). How to counter learned helplessness. Edutopia. https://www.edutopia.org/article/how-counter-learned-helplessness
Maier, S. F., & Seligman, M. E. P. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology: General, 105(1), 3–46. https://doi.org/10.1037/0096-3445.105.1.3
Womack, J. (2013). Learned helplessness: How to make students responsible? Eagle Scholar Education 589 Projects. University of Mary Washington. https://scholar.umw.edu/cgi/viewcontent.cgi?article=1018&context=education_589
Wright, J. (2015). Effective behavioral interventions. Intervention Central. https://www.interventioncentral.org/sites/default/files/workshop_files/es_boces_2015_16/ten_strategies_classroom_learned_helplessness.pdf
Yates, S. (2009). Teacher identification of student learned helplessness in mathematics. Mathematics Education Research Journal, 21(3), 86–106. ERIC. https://files.eric.ed.gov/fulltext/EJ883874.pdf
How I used AI:
I used ChatGPT to help me with this lesson. I used it to create my images, summarize my essay into bullet points for easier reading, get ideas for my questions at the end, and to make sure that my references were cited correctly. Using this AI helped me with my process because I knew how I wanted my lesson to look but needed help and ideas on how to implement it. It made the process easier because I could put in what I wanted and it generated ideas for me. I then customized those ideas to exactly how I wanted it. It gave me a starting point to work from.
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