Positive Adult Education, Learned Helplessness and the Pygmalion Effect

Abstract

Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students’ personal skills and competences. However, few studies have been carried out on this topic in the field of adult and continuing education; instead, they have been published mainly in the field of formal education and at school age. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: one questionnaire that showed the teachers’ perceptions of the students’ qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational constraints hinders the psychosocial and socio-educational development of learners in all possible ways, while, on the other hand, it indicates the importance of positive education to compensate for this phenomenon by enhancing the development and growth of those who study and participate in non-formal education through positive reinforcement. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense.

Emotional Intelligence as Intangible Class Content for Effective Communication in Managing University Classes: A Bibliometrics Analysis

“…When we talk about the emotional growth of a learner, many researchers like (Cobos-Sanchiz et al, 2022) are of the view that psychosocial and socio-educational development of students are bound to get hindered by their exposure to negative operational constraints. No doubt, this can be controlled by installing positive reinforcement in formal and nonformal educations setup.…”

“…We have found many articles in the primary and elementary education levels where emotional intelligence has been studied but research on adults' education is missing. Reviews to date, such as those by (Cobos-Sanchiz et al, 2022), (De Leon-Pineda, 2022) and (Trad et al, 2022) have drawn a general narrative topography of current research in the field of emotional intelligence but have not covered higher education as specific. Considering the importance of EI in HEI and its dependency on the overall growth of adults, collecting empirical evidence with this focus is of utmost importance, not only for practitioners but also for policymakers.…”

L’impuissance apprise ou Learned Helplessness au service de l’apprentissage : Suis-je capable ?

“…Ces schèmes de pensées s'installent dès l'enfance y compris l'adolescence, fortement influencé par les figures éducationnelles (parents, enseignants et même les pairs) et qu'ils continuent à se manifester tout au long de la vie d'adulte (Abramson et al, 1978;Alloy et al, 1984;Cobos-Sanchiz et al, 2022;Duda & Joormann, 2022;Garber et al, 1979;Gonzalez-Calvo, 2020;Maier & Seligman, 2016;Marques et al, 2022;Miller & Seligman, 1976;Nolen-Hoeksema et al, 1986;Raps et al, 1980;Seligman, 1972Seligman, , 1978Seligman & Beagley, 1975;Seligman et al, 1968;Seligman et al, 1980;Simkin et al, 1983).…”

“…Les formations ont souvent comme finalité un examen qui permet d'obtenir un brevet fédéral. J'ai, à ce jour, en 20 ans de métier, accompagné plus de 30'000 personnes.Et depuis longtemps, j'ai constaté que l'impuissance apprise s'exprime et se manifeste chez les adultes(Cobos-Sanchiz et al, 2022;Duda & Joormann, 2022;Seligman, 1972). Très souvent j'entends dire les gens « je ne suis pas fait pour cela... », « j'ai toujours été nul en … » ou encore « dans ma famille on est tous … ».…”

Pygmalion Ölçeği'nin (PÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

“…Having a positive attitude creates positive effects on teachers (Lezotte, 2001). Recent studies under the headings of positive psychology, positive organizational behavior and positive education focus on the importance of positive emphasis in organizations and interpersonal relationships (Cameron et al, 2011;Cobos-Sanchiz et al, 2022;Luthans & Youssef, 2007;Seligman & Csikszentmihalyi, 2000). This approach, which is also valid for school environments, is supported by studies showing that positive beliefs and high expectations among administrators, teachers and students result in increased performance (Good, 1987;Shan, 2022;Tauber, 1988).…”