Self-Efficacy and Its Relationship to Learned Helplessness Among Students of the Department of Psychological Counseling and Educational Guidance

Abstract

Self-efficacy refers to an individual's capacity to produce meaningful effects. Individuals who perceive themselves as capable of making a difference tend to feel satisfied and take initiative, whereas those who perceive themselves as helpless tend to experience distress and lack motivation to engage in meaningful actions or activities. Self-efficacy represents a student’s judgment of their ability to organize and execute coursework-related tasks necessary to achieve specific performance outcomes. Unlike similar concepts such as self-esteem and self-confidence, self-efficacy is more sensitive to contextual factors and is goal-specific. Moreover, perceived self-efficacy in mastering academic tasks is a strong predictor of academic achievement. Conversely, students with low self-efficacy often lack belief in their ability to influence instructors or take advantage of formal opportunities for engagement. As a result, they tend to avoid both formal and informal strategies that might positively shape their learning environment (Jundert & Rosander, 2010, p. 3:18).

Learned helplessness is a psychological phenomenon that has garnered increasing attention in recent research within the fields of cognitive psychology and positive psychology. The conceptual origins of this term can be traced back to the pioneering studies conducted by Martin Seligman in 1967, which aimed to explore the relationship between learning and emotional responses such as fear in animals. Subsequent research investigating this phenomenon in humans (Kabatay, 1999) has revealed that learned helplessness constitutes a significant barrier to the development of self-efficacy and self-actualization. It is also considered a risk factor for reduced quality of life and psychological well-being, and its effects may even extend to physical health (Eddington, 2009; Stern et al., 2009).

According to Bandura (1994), self-efficacy refers to individuals’ beliefs about their capabilities to produce designated levels of performance that influence events affecting their lives. Based on these beliefs, individuals determine their patterns of thinking, behavior, and the level of effort they are willing to exert.         
Learned helplessness, as defined by Seligman (1998, p.12), is a condition characterized by diminished motivation to complete difficult tasks, a lack of aspiration to achieve high performance or to outperform others, and reduced competitive drive.

The current research aims to identify:

1. The level of self-efficacy among students in the Department of Psychological Counseling and Educational Guidance.


2. The level of learned helplessness among students in the same department.


3. The statistically significant correlation between the level of self-efficacy and learned helplessness among those students.

A study was conducted on a sample of (100) students from the Department of Psychological Counseling and Educational Guidance, with an equal distribution of 50 male and 50 female students. A random sampling method was used to ensure fair representation of the research population. The researcher developed a self-efficacy scale based on Bandura's (1994) Social Learning Theory, consisting of (23) items, each with five response options. Similarly, a learned helplessness scale was developed, consisting of (25) items with five response options each, based on Seligman’s (1998) original conceptualization. The psychometric properties of both scales were examined, including face validity, construct validity, item-total correlations, and test-retest reliability, which demonstrated that the items effectively measured the intended variables.

After administering the scales to the research sample, the data were analyzed using statistical techniques including the one-sample t-test and the independent samples t-test. The results indicated that students in the Department of Psychological Counseling and Educational Guidance demonstrated high levels of self-efficacy and low levels of learned helplessness. Furthermore, a significant inverse relationship was found between self-efficacy and learned helplessness. In light of these findings, the researcher proposed a number of conclusions, recommendations, and suggestions for future research.