The Impact of Learning Self-efficacy on Social Support towards Learned Helplessness in China

This study explored the moderating role of social support between learning self-efficacy and learned helplessness in higher vocational students in Henan Province, People’s Republic of China. The Learning Self-Efficacy Scale, Social Support Scale, and Learned Helplessness Scale were adopted to conduc...

Full description

Saved in:
Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2019, Vol.15 (10), p.em1825
Main Authors: Wu, Shaowei, Tu, Chia-Ching
Format: Article
Language:English
Subjects:
College Students
Colleges & universities
Correlation
Economic development
Emotions
Factor Analysis
Family Relationship
Foreign Countries
Gender Differences
Helplessness
Higher education
Hypotheses
Learning
Measures (Individuals)
Mental depression
Mental health
Peer Relationship
Questionnaires
Role
Self Efficacy
Social support
Social Support Groups
Student Attitudes
Teacher Student Relationship
Vocational Education
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study explored the moderating role of social support between learning self-efficacy and learned helplessness in higher vocational students in Henan Province, People’s Republic of China. The Learning Self-Efficacy Scale, Social Support Scale, and Learned Helplessness Scale were adopted to conduct questionnaire surveys, which involved 1,067 students in five Chinese higher vocational colleges. A hierarchical regression model was used to analyze the role of social support in moderating the relationship between learning self-efficacy and learned helplessness. This study observed that learning self-efficacy had a negative effect on learned helplessness and that social support played a moderating role between learning self-efficacy and learned helplessness in the students.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.29333/ejmste/115457