Reformulating the Depression Model of Learned Hopelessness for Academic Outcomes

Autor/inn/en	Au, Raymond C. P.; Watkins, David; Hattie, John; Alexander, Patricia
Titel	Reformulating the Depression Model of Learned Hopelessness for Academic Outcomes
Quelle	In: Educational Research Review, 4 (2009) 2, S.103-117 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2009.04.001
Schlagwörter	Depression (Psychology); Expectation; Success; Low Achievement; Self Efficacy; Learning Strategies; Models; Outcomes of Education + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Erfolg; Unterdurchschnittliche Leistung; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Lernleistung; Schulerfolg
Abstract	This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). "Hopelessness depression: A theory-based subtype of depression." "Psychological Review, 96," 358-372] has been particularly influential. The purpose of this review is to reformulate this model in the context of academic outcomes and to consider its relevance to learning and achievement. As a means of specifying the variables and paths in the reformulated model of academic learned hopeless, correlates from relevant motivational theories and research, including value-expectancy, self-efficacy, and learning strategies, will be considered. (Contains 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10