Date of Award
1-16-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Committee Members
Chris Jenkins; Kristin Biondolillo; Ross Larsen
Call Number
LD 251 .A566d 2024 H38
Abstract
The purpose of this non-experimental quantitative study was to investigate the relationship between learned helplessness and academic baseline levels among adult students who dropped out of high school and have returned to a high school equivalency program to prepare to take the GED examination. The study controlled for the variables of the age of the student at the time of GED program enrollment, gender, race/ethnicity, and socioeconomic status. It is not known if, and to what degree, learned helplessness impacts academic baseline levels in reading, mathematics, and language in adult students. Learned helplessness, a maladaptive condition as demonstrated by low confidence and self-esteem, poor performance, low motivation, lack of engagement, and weak persistence, was the theoretical foundation for this study. The study contained three research questions focused on determining if any relationship existed between learned helplessness and academic baseline levels in reading, mathematics, and language in students returning to a GED program. The sample for this study included 69 participants who enrolled in the Adult Education and Literacy program at Texarkana College in Texarkana, Texas. Data analysis was conducted using a multiple linear regression. The results suggested that there was no relationship between learned helplessness and academic baseline levels in reading, mathematics, and language in students returning to an adult education program. In conclusion, learned helplessness does not appear to have an impact on academic baseline levels. This finding suggests that future research needs to consider various factors, not just learned helplessness, when understanding academic levels in adult students returning to a GED program.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Hartcraft, Kippie Barnwell, "The Role of Learned Helplessness on Academic Baseline Levels in Adult Education Students Enrolling in a High School Equivalency Program" (2025). Student Theses and Dissertations. 1041.
https://arch.astate.edu/all-etd/1041
