Positive Adult Education, Learned Helplessness and the Pygmalion Effect
Bibliographic Data
| ID | 15465757 |
|---|---|
| Authors | David Cobos Sanchíz (0000-0003-4094-5853, Universidad Pablo de Olavide), Manuel-Jesús Perea-Rodríguez (0000-0002-2913-7524, Department Lifelong and Adult Education, Universidad Popular Dos Hermanas, 41700 Seville, Spain, corresponding author), Juán Agustín Morón Marchena (0000-0002-9012-9881, Universidad Pablo de Olavide), María-Carmen Muñoz-Díaz (0000-0001-7311-2183, Universidad Pablo de Olavide) |
| Year | 2022 |
| Volume | 19 |
| Issue | 2 |
| Pages | 778-778 |
| Publication date | 2022-01-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph19020778 |
| PMID | 35055601 |
| OpenAlex | W4220998579 |
| Language | EN |
| Citations received | 2 |
| References cited | 56 |
Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students' personal skills and competences. However, few studies have been carried out on this topic in the field of adult and continuing education; instead, they have been published mainly in the field of formal education and at school age. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: one questionnaire that showed the teachers' perceptions of the students' qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational constraints hinders the psychosocial and socio-educational development of learners in all possible ways, while, on the other hand, it indicates the importance of positive education to compensate for this phenomenon by enhancing the development and growth of those who study and participate in non-formal education through positive reinforcement. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense
Adult education · Developmental psychology · Learned helplessness · Pedagogy · Perception · Personal development · Phenomenon · Psychosocial · Reinforcement · Transformative learning · Educational Innovations and Technology · Educational Outcomes and Influences · Psychology · Social Psychology · Social Skills and Education
Learned Helplessness
The Development of an Attribution-Based Theory of Motivation
Locus of control and learned helplessness.
Failure to escape traumatic shock.
How motivation affects academic performance
Motivation to learn
Emotion Regulation as a Scientific Construct
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective
Effects of inescapable shock upon subsequent escape and avoidance responding.
Academic self-concept and academic achievement
Student engagement with science in early adolescence
Academic Entrepreneurs
An update on social and emotional learning outcome research
Moral Identity and Developmental Theory
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Pygmalion in the classroom
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
Coefficient alpha and the internal structure of tests
Generality of learned helplessness in man
The Impact of Enhancing Students' Social and Emotional Learning
Academic self-concept and academic achievement
Theorizing emotional capital
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |