Question

A high school student struggles consistently with math and feels that no matter how hard he studies, he “just doesn’t get it.” Which of the following is the most likely short-term result with respect to his ability to do math? (A) Low self-esteem (B) Low self-efficacy (C) Learned helplessness (D) An external locus of control

Short answer

The most likely short-term result is (C) Learned helplessness.

Step-by-step solution

Identify Key Terms

Understand and define the key psychological terms: Self-esteem, self-efficacy, learned helplessness, and external locus of control.

Relate Terms to the Scenario

Relate each term to the student's scenario to determine which one most accurately describes the student's situation.

Analyze Each Option

Analyze how each term applies: (A) Low self-esteem: Feeling bad about oneself in general (B) Low self-efficacy: Believing one is not capable of succeeding in specific tasks (C) Learned helplessness: Feeling that effort makes no difference (D) External locus of control: Believing outcomes are due to external factors

Apply to the Scenario

Given that the student feels effort in studying does not lead to success, determine which term best describes this state.

Choose the Best Answer

Conclude that the correct answer is (C) Learned helplessness, as the student feels that no amount of studying will lead to understanding or success.

Key concepts

self-esteem in students

Self-esteem refers to how individuals feel about themselves and their overall sense of self-worth. In an educational context, self-esteem can significantly influence a student's performance and motivation.
When students have high self-esteem, they are more likely to approach challenges with confidence and resilience. They believe in their own worth and capabilities and are less likely to be deterred by failures. Conversely, low self-esteem can make students doubt their abilities, leading to anxiety and a fear of trying new tasks.
High self-esteem can foster a positive learning environment, as students feel more comfortable participating in class and engaging with peers. It can also lead to better academic performance and a greater willingness to persevere through difficult tasks.
For students who struggle with subjects like math, promoting higher self-esteem could mean offering regular positive reinforcement, setting achievable goals, and providing a supportive learning atmosphere that celebrates effort and improvement, not just success.

self-efficacy in learning

Self-efficacy is the belief in one's capacity to succeed in specific situations or accomplish a task. In educational settings, self-efficacy influences a student's engagement, motivation, and perseverance.
Albert Bandura, a psychologist, identified self-efficacy as a crucial factor in whether students approach challenging tasks with positivity or hesitation. Students with high self-efficacy believe they can master subjects by applying effort and using effective strategies. They are more likely to take on difficult assignments and persist through setbacks.
Low self-efficacy, on the other hand, means students doubt their ability to succeed in particular tasks. This can result in avoidance of challenges, decreased effort, and poor academic performance.
Teachers can boost self-efficacy by setting clear and attainable goals, providing constructive feedback, and demonstrating problem-solving techniques. Encouraging peer support and showcasing successful role models can also help students build confidence in their abilities.

locus of control and academic performance

Locus of control refers to how strongly people believe they have control over the situations and experiences that affect their lives. In an educational context, locus of control can deeply impact a student's academic performance.
There are two types of locus of control: internal and external.

• Internal locus of control: Students with an internal locus believe their own efforts and actions determine their success. They are more likely to take responsibility for their learning, engage actively with their studies, and persist through challenges. They often achieve higher academically due to their proactive attitude and belief in personal control.
• External locus of control: Students with an external locus of control believe their performance is influenced by external factors such as luck, fate, or the actions of others. This can lead to a passive approach to learning and a tendency to give up when faced with difficulties since they feel they have little control over the outcomes.

Educators can help students develop a more internal locus of control by encouraging self-regulation, promoting goal setting, providing opportunities for student choice, and reinforcing the connection between effort and outcome. This shift can lead to enhanced academic motivation and performance.