Contribution of academic failure, attributional style, and self-concept to learned hopelessness in Hong Kong adolescents

Abstract

Objectives: This study examined the contributions of academic failure, causal attributions, and academic self-concept to learned hopelessness among Hong Kong secondary school students.

Methods: One hundred and forty-four Hong Kong secondary school Form 2 students were categorized into four groups: high band high achievers, high band low achievers, low band high achievers, and low band low achievers. The level of learned hopelessness, academic self-concept, and causal attributions for academic events were compared among the four groups.

Results: Consistent with the hopelessness theory of depression, prior academic failure and low academic self-concept were found to be the most important predictors of learned hopelessness. Regarding the causal attributions, it was found that only causal uncontrollability contributed to the development of learned hopelessness. Results also showed that both short and long term academic low achievers suffered from low academic self-concept and high level of learned hopelessness, while both short and long term high academic achievers benefited from high academic self-concept and low level of learned hopelessness.

Discussion: These findings may help teachers and parents identify the cognitive precursors that contribute to the development of learned hopelessness among Hong Kong secondary school students, and to appreciate the importance of experiencing academic success.