Learned Helplessness of Young People during the COVID-19 Distance Learning: A Research Report

Abstract

Introduction: Learned helplessness is a condition that arises as a result of a person's belief that they are unable to control events. Having no sense of control over unpleasant experiences, a person learns that there is no relationship between the actions they take and their results. This condition is accompanied by changes in behaviour. These include cognitive, motivational and emotional deficits. Research Aim:The objectives of the study described in this article are to assess the learned helplessness of eighth grade primary school students in three examination subjects: Polish, mathematics and English, and to show the relationship between the gender of the respondents and the perceived level of helplessness. Method:The study used the diagnostic survey method, and the research technique applied was a questionnaire. In order to measure the level of learned helplessness, the School Helplessness Scale (SBS) by Ciżkowicz (2009) was used. The survey was conducted between late March and early April of the 2020/21 school year. It covered 502 eighth grade primary school students learning remotely. Results:The study shows that the highest average level of helplessness was recorded in mathematics, slightly lower in Polish, and lowest in English. Girls have a higher sense of helplessness than boys in mathematics and English. The motivational deficit makes the greatest contribution to the feeling of helplessness. Conclusion:The results indicate the need to implement a number of activities in the areas of psychological and pedagogical support at school. It is important that this support covers not only students, but also teachers and parents. Students should receive pedagogical and psychological help in the area of emotional education and constructive thinking. Teachers and parents should understand the essence of the phenomenon, know its causes and be able to recognise the first symptoms of helplessness.

Sense of Self-Efficacy and Helplessness Among Students of Higher Grades of Primary School During the COVID-19 Pandemic

“…Considering gender differentiation, the results are consistent with the regularities described so far in the literature. Voluminous literature documents specific gender similarities and differences in the prevalence and aetiology of depression and a growing interest in the decrease of self-esteem of girls during adolescence (Jenkins et al, 2002;Wysocka, 2011;Kolber, 2022). Ciżkowicz's (2009) research reveals that, compared to boys, girls in primary schools are characterised by greater pessimism when faced with failure.…”

“…In Poland, the first official cases of the SARS-CoV-2 coronavirus infection appeared in early March 2020. On March 11, under the Regulation of the Minister of National Education in connection with preventing, counteracting, and combating COVID-19, the classroom activities of public and non-public units of the education system were suspended (Kolber, 2022). The Ministry of National Education introduced regulations under which schools and educational institu- DOI: 10.15804/tner.2022.69.3.08 tions were obliged to conduct distance education during the temporary limitation of their functioning.…”

“…Moreover, new teaching methods were introduced by teachers using the trial-and-error method. Learning in unknown circumstances was a great challenge, not only for teachers and parents but, above all, for young people, particularly those who lack the ability to regulate their emotions (Pozzoli et al, 2022;Kolber, 2022).…”

“…A British study found that younger age, female gender, living in the city, experiencing specific anxiety related to COVID-19 and perceived risk of infection significantly increased the likelihood of developing anxiety or depression (Shevlin et al, 2020). Kolber (2022) conducted research during the pandemic on the learned helplessness of eighth-grade primary school students in three examination subjects: Polish, mathematics and English. The study conducted among 502 eighth-grade primary school students learning remotely shows that the highest average level of helplessness was recorded in mathematics, slightly lower in Polish, and lowest in English.…”

Nauka zdalna związana z pandemią COVID-19 a bezradność intelektualna uczniów

“…"Bardziej niż jakakolwiek inna grupa wiekowa nastolatki potrzebują interakcji społecznych ze swoimi rówieśnikami, czasu na zewnątrz i komunikacji twarzą w twarz. W okresie zamknięcia i kształcenia na odległość młodzi ludzie byli pozbawieni podstawowych potrzeb rozwojowych" (Kolber, 2022), co z -pewnością stanowiło niezwykłą trudność.…”