Mediation of Mindsets in the Relationship Between Perceived Parental Psychological Control and Learned Helplessness Among Secondary School Students in Kenya

Gideon Keli Nzioki and Susan Njeri Ngunu
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Gideon Keli Nzioki: Department of Educational Psychology, Kenyatta University, Nairobi, Kenya
Susan Njeri Ngunu: Department of Educational Psychology, Kenyatta University, Nairobi, Kenya

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 5, 460-473

Abstract: Low motivation and passivity towards learning tasks resulting from perceptions of uncontrollability of outcomes is a persistent problem in schools. Literature has attributed this to the development of learned helplessness. Despite the adverse effects of learned helplessness in such aspects as decreased academic performance, self-destructive strategies, maladjusted behaviour, and depression, the construct remains largely unexplored among the Kenyan secondary school population Kenya. Additionally, findings on dispositional and contextual antecedents of learned helplessness remain equivocal. Against this background, the current study purposed to establish the prediction of learned helplessness from perceived parental psychological control. Further, the study explored the mediation of mindsets in the relationship. Using a cross-sectional research design, the study involved 383form three students in Makueni County, Kenya. The study utilized full structural equation modeling to investigate the relationships among perceived parental psychological control, mindsets, and learned helplessness. Both perceived paternal (β = .19, p

Date: 2024
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