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Related Experiment Videos

Learning disabilities and learned helplessness: a heuristic approach

C A Hersh1, B J Stone, L Ford

  • 1Wichita State University, USA.

The International Journal of Neuroscience
|February 1, 1996
PubMed
Summary
This summary is machine-generated.

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Students with learning disabilities (LD) show more learned helplessness after reading failure than regular education peers. This indicates LD students struggle more to recover from academic stress.

Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Special Education

Background:

  • Learned helplessness is a psychological state where individuals feel powerless to avoid negative outcomes.
  • Students with learning disabilities (LD) may be more susceptible to learned helplessness due to repeated academic challenges.
  • Understanding these differences is crucial for developing targeted interventions.

Purpose of the Study:

  • To compare the rate of learned helpless behavior in students with learning disabilities (LD) versus their normal-achieving peers when facing reading failure.
  • To investigate the impact of reading failure-induced stress on the academic resilience of students with LD.

Main Methods:

  • A cohort of 45 third-grade students participated, including 30 with LD and 15 in regular education (RE).

Related Experiment Videos

  • LD students were divided into a stressed (treatment) and non-stressed (control) group. All RE students were in the treatment group.
  • A reading instrument assessed stress response, and a one-way ANCOVA analyzed posttest score differences.

    • Main Results:

    • Stressed students with LD demonstrated significantly greater difficulty recovering from academic stress compared to their RE peers.
    • The study found a notable difference in resilience between students with LD and regular education students when confronted with failure.

    Conclusions:

    • Students with learning disabilities exhibit a higher propensity for learned helplessness when experiencing reading failure.
    • Interventions aimed at improving stress recovery and resilience in students with LD are warranted.