The relationship between learned helplessness, self-concept, and academic achievement (Record no. 20545)

MARC details
000 -LEADER
fixed length control field 02211nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Sidani, Rasha Ghassan
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The relationship between learned helplessness, self-concept, and academic achievement
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2003
300 ## - PHYSICAL DESCRIPTION
Extent 56 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Research has shown that learned helpless students, who attribute failure to lack--of ability, tend to show impaired academic achievement and low self-concepts. This--study confirmed this correlation when it exarnined the relationship between these three--constructs in students who are in the fourth and sixth grade in a private school in Beirut--(N=73) using the Intellectual Achievement Responsibility Scale and the Piers-Harris--Children's Self-Concept scale to measure learned helplessness and self-concept,--respectively. The grade point average of these students expressed in T- scores was used--to measure their academic achievement. Findings from the regression analysis, which--examined the relative potency of learned helplessness and self-concept as predictors of--academic achievement, revealed that only learned helplessness had a role in academic--achievement; self-concept was excluded despite significant correlations. Moreover--MANOVA analysis which was used to measure the developmental differences between--the grades four and six concerning the variables of learned helplessness, self-concept,--and academic achievement revealed that only learned helplessness showed significant--differences.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Educational Psychology
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Psychopédagogie
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تحصيل الطلبة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element علم النفس التربوي
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/251%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/251%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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