Description
Abstract
Purpose: Learned helplessness is a sense of powerlessness that arises when an individual perceives lack of control over consistently unfavourable circumstances. Personality traits, like neuroticism, conscientiousness, and openness, influence academic performance and the development of learned helplessness in higher education. This present study aims to understand the relationship between learned helplessness, personality traits, and academic performance and the gender differences within these variables.
Method: The research comprised 197 university students, with 97 males and 100 females, between 18 to 25 years. The Learned Helplessness Scale (LHS) and the Big Five Inventory Scale (BFI) were used and data was analyzed using Statistical package SPSS version 21. Pearson Correlation Coefficient and Independent Sample t-test were employed to study the variables.
Results: Results indicated that Neuroticism was negatively correlated with Learned helplessness for females, and Agreeableness, Conscientiousness, and Openness were positively correlated with Academic Performance in males. The independent sample t-test revealed significant gender differences across all variables, with the most pronounced difference in Agreeableness and Openness.
Practical and Social Implications: Identifying learned helplessness in education and its interaction with personality offers opportunities to develop effective strategies for improving academic outcomes. The results also necessitate the development of gender-inclusive strategies to enhance the psychological well-being of students.
Originality: This research offers an interesting perspective towards academics, bringing gender and social influence to light. Interventions at the Government and school levels are required to develop a more student-friendly curriculum and approach.
Keywords: Learned helplessness, Personality traits, Academic performance, Big Five Inventory, Gender difference.
