Literaturnachweis - Detailanzeige
| Autor/in | Ghasemi, Farshad |
|---|---|
| Titel | L2 Motivational Self System in Practice: Alleviating Students' Learned Helplessness through a Vision-Based Program |
| Quelle | In: School Mental Health, 14 (2022) 1, S.179-188 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ghasemi, Farshad) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1866-2625 |
| DOI | 10.1007/s12310-021-09464-4 |
| Schlagwörter | Helplessness; Males; Secondary School Students; English (Second Language); Second Language Instruction; Intervention; Program Effectiveness; Academic Achievement; Student Motivation; Foreign Countries; Student Behavior; Iran (Tehran) |
| Abstract | This study investigated learned helplessness (LH) experienced by male secondary students of the English language and examined the effects of a motivational program based on the L2 Motivational Self System (L2MSS). Primarily, we administered the Learned Helplessness Scale to 189 students in a public school in Tehran, along with the Student Behavior Checklist completed by their teachers to identify and screen students with helplessness. The final sample (n = 74) was randomly assigned to experimental and control groups after evaluating the initial results. By designing and implementing an intervention program based on Dörnyei's L2MSS and supportive teaching for a semester, positive results were found with alleviated helplessness symptoms and improved academic achievements in the experimental group. Based on the results, teachers and their motivational practices could help alleviate students' LH. Furthermore, the durability of the improvements remained elevated at a 6-month follow-up after the intervention. Further implications are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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