The Moderating Effects of Family Support and Gifted Status on the Relationship Between Academic Expectancy and Academic Learned Helplessness of Junior High School Students

• Main Authors: Yeh, Pi-Feng, 葉碧鳳
• Other Authors: Tsay-Ming Chang
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/09200169894844808984

碩士 === 國立嘉義大學 === 輔導與諮商學系研究所 === 103 === The purpose of this study is to explore the current situation and the relationship between academic expectancy and academic learned helplessness of junior high school students and to investigate the moderating effects on the relationship between academic expectancy and academic learned helplessness in terms of the student's family support and gifted status. The subjects of this study are 436 junior high school students stratified randomly selected from the seventh to the ninth graders in public junior high schools in Chiayi City. The instruments used in this study include High School Students’ Academic Expectancy Scale, Family Support Scale, and Academic Learned Helplessness Scale (Junior Version). The collected data are analyzed by using descriptive statistics, t-test, one-way ANOVA, simple regression analysis and moderated regression analysis. The main findings are as follows: 1. The junior high school students’ academic expectancy is above the medium level, but their academic learned helplessness is under the medium level. 2. There are no significant differences between gender and among different grades on academic learned helplessness. As for different family social economic status, students with high family social economic status have lower academic learned helplessness than those with low family social economic status. 3. Junior high school students’ academic expectancy can negatively predict their academic learned helplessness. The higher the level of junior high school students’ academic expectancy is, the lower the level of junior high school students’ academic learned helplessness is. 4. Both family support and gifted status have no moderating effects on the relationship between academic expectancy and academic learned helplessness of junior high school students. Based on the findings, some suggestions are provided for the related educational institutions, teachers and parents to learn more about the relationship between academic expectancy and academic learned helplessness of junior high school students and are expected to act as a reference for guiding students’ academic learning. Hopefully, each student can be helped to fully develop their potential and achieve a better academic performance.