Reformulating the depression model of learned hopelessness for academic outcomes

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...

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Bibliographic Details
Published in:Educational research review 2009, Vol.4 (2), p.103-117
Main Authors: Au, Raymond C.P., Watkins, David, Hattie, John, Alexander, Patricia
Format: Article
Language:English
Subjects:
Academic achievement
Attributions
Depression (Psychology)
Expectancy of success
Expectation
Learned hopelessness
Learning Strategies
Low Achievement
Motivation
Outcomes of Education
Self Efficacy
Success
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Summary: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.
ISSN:1747-938X
1878-0385
DOI:10.1016/j.edurev.2009.04.001