Academic risk factors and deficits of learned hopelessness: A longitudinal study of Hong Kong secondary school students

Abstract

The aim of the present study is to explore a causal model of academic achievement and learning-related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective-motivational characteristics of students such as prior academic failures, academic attributional style, self-efficacy, thoughts about intelligence, school values, learned hopelessness, self-esteem, learning strategy effectiveness and cademic achievement, and the relationships among them. A sample of 741 Hong Kong secondary students completed a series of scales over a school year. As exp..