Buzzai Caterina, Sorrenti Luana, Tripiciano Federica, Orecchio Susanna, Filippello Pina
Department of Cognitive Sciences, Psychological, Educational and Cultural Studies, University of Messina.
Department of Clinical and Experimental Medicine, University of Messina.
Sch Psychol. 2021 Jan;36(1):17-23. doi: 10.1037/spq0000413. Epub 2020 Nov 2.
School alienation is a complex phenomenon that has recently attracted considerable attention from psychologists because of the negative consequences that may result from it, such as poor academic performance, learning difficulties, school disengagement, behavioral problems, and withdrawal from the educational system, which interfere with students' well-being and academic achievement. However, the behaviors engaged in (i.e., mastery or helplessness) by students who experience feelings of school alienation and the associated impact on their academic performance have been overlooked in research. For this reason, the aim of this study was to investigate the roles played by mastery orientation and learned helplessness in the relationship between school alienation and academic achievement. The study sample consisted of 1,316 Italian students, 504 male (38.3%) and 812 female (61.7%). All participants ranged from age 13 to 20 years, with an average age of 16.27 ( = 1.45). The results highlighted the roles of mastery orientation and learned helplessness in the relationship between students' perceptions of school alienation and academic achievement. The findings contribute to the literature on school alienation, highlighting the potential implications for schools. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
学校疏离是一种复杂的现象，由于其可能产生的负面后果，如学业成绩不佳、学习困难、对学校缺乏兴趣、行为问题以及退出教育系统等，这些后果会干扰学生的幸福感和学业成就，最近它引起了心理学家的广泛关注。然而，经历学校疏离感的学生所表现出的行为（即掌握型或无助型）以及这些行为对他们学业成绩的相关影响在研究中一直被忽视。因此，本研究的目的是探讨掌握取向和习得性无助在学校疏离与学业成就关系中所起的作用。研究样本包括1316名意大利学生，其中504名男性（38.3%），812名女性（61.7%）。所有参与者年龄在13至20岁之间，平均年龄为16.27岁（标准差 = 1.45）。研究结果凸显了掌握取向和习得性无助在学生对学校疏离感的认知与学业成就关系中的作用。这些发现为有关学校疏离的文献做出了贡献，突出了对学校的潜在影响。（PsycInfo数据库记录 (c) 2021美国心理学会，保留所有权利）
