Positive Adult Education, Learned Helplessness and the Pygmalion Effect

Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students’ personal skills and competences. However, few studies have been carried out on this topic in the field of adult and continuing education; instead, they have been published mainly in the field of formal education and at school age. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: one questionnaire that showed the teachers’ perceptions of the students’ qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational constraints hinders the psychosocial and socio-educational development of learners in all possible ways, while, on the other hand, it indicates the importance of positive education to compensate for this phenomenon by enhancing the development and growth of those who study and participate in non-formal education through positive reinforcement. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense.

Why Does Privacy Paradox Exist?

In this exploratory study, the main aim was to find, ‘why do people disclose information when they are concerned about their privacy?’. The reasons that provide a plausible explanation to the privacy paradox have been conjectural. From the analysis of the eighteen in-depth interviews using grounded theory, themes were then conceptualized. We found rational and irrational explanations in terms of cognitive biases and heuristics that explain the privacy paradox among mobile users. We figured out some reasons in this context of mobile computing which were not emphasized earlier in the privacy paradox literature such as Peanut Effect, Fear of Missing Out- FoMo, Learned Helplessness, and Neophiliac Personality. These results add to the privacy paradox discourse and provide implications for smartphone users for making privacy-related decisions more consciously rather than inconsiderately disclosing information. Also, the results would help marketers and policymakers design nudges and choice architectures that consider privacy decision-making hurdles.

Students' Learned Helplessness and Teachers' Care in EFL Classrooms

The construct of learned helplessness, as one of the noticeable emotional issues in education, has been investigated and approved its prominent place in education for its stimulus on students' accomplishment, enthusiasm, and commitment in learning. Moreover, the role of teachers as the most crucial issues in the learning viewpoint is at the center of attention since they help learners to be more motivated and provide a supportive context by caring. So, the current review of literature tries to emphasize teachers' care and its effects on decreasing learned helplessness in EFL classrooms. The review of this study underscores the important role of the teachers' care and support in learners' improvement of learned helplessness that can be alleviated in this way. Afterward, some suggestions are offered to illuminate the exercise of teachers, learners, teacher trainers, and syllabus designers.

Changes in the Orexin System in Rats Exhibiting Learned Helplessness Behaviors

Orexin-A (OX-A) and orexin-B (OX-B) are neuropeptides produced in the hypothalamus. Preclinical and clinical studies suggest that depression and anxiety are associated with the orexin system. In the current study, we used the learned helplessness (LH) animal model of depression to identify rats displaying LH behaviors (LH rats) and those that did not (No-LH rats). We compared the number of orexin-containing neurons in the hypothalamus of LH, No-LH, and control rats. Orexin peptides, orexin receptor 1 (OXR1) and 2 (OXR2) in brain areas involved in major depression and serum OX-A and corticosterone (CORT) concentrations were quantified and compared between rat groups. We found that LH and No-LH rats displayed higher serum OX-A concentrations compared with control rats. Comparison between LH and No-LH rats revealed that No-LH rats had significantly higher OX-A levels in the brain, more OX-A neurons, and more OX-A neuron activation. LH rats had more OX-B neurons and more OX-B neuron activation. Orexin peptides and receptors in the brain areas involved in major depression exhibited different patterns in LH and NoLH rats. Our findings revealed that activation of OX-A neurons could promote resilient behaviors under stressful situations and OX-A and OX-B neuropeptides exhibit dissimilar functions in LH behaviors.

University Students Who Overcame Learned Helplessness: What Helped or Hindered?

Learned helplessness in an academic environment often affects educational performance and mental health in adverse ways (Ciarrochi et al., 2007; Hu et al., 2015). Using a modified version of the Enhanced Critical Incident Technique, this study aimed to develop a better understanding of what helps or hinders university students in overcoming learned helplessness. Analysis generated 14 categories of helping incidents and seven categories of hindering incidents, most of which were consistent with previous research. This study identified the category Being in the Spotlight, which had not been noted at all in past research. Examination of the results contributes information about reported interactions between hindering incidents and the importance of autonomy in overcoming learned helplessness, topics neglected or understudied in past research on learned helplessness in university students. Overall, the results of this study provide additional direction for counsellors working with university students who experience learned helplessness and highlight the need for further research to understand in more detail the helping and hindering factors outlined in this study.

IS HAVING A HELICOPTER MOTHER A TRAUMATIC EXPERIENCE? THE RELATIONSHIP BETWEEN HELICOPTER MOTHER ATTITUDE AND TRAUMATIC EXPERIENCES AND LEARNED HELPLESSNESS

The purpose of this study is to examine the impact of mothers’ and teachers’ testimonies that conflict with scientific facts and scientific explanations on kindergartners’ judgments. The participants consisted of 104 young children in Şanlıurfa province in Turkey. Their ages ranged from 48 to 79 months, with a mean age of 61.48 months (SD = 5.58). The participants were randomly assigned to the following four groups: 1) Scientific explanation followed by teacher’s testimony, 2) teacher’s testimony; 3) scientific explanation followed by mother’s testimony, 4) mother’s testimony. The children responded to a question about a scientific fact. After the response, they watched their mothers’ or teachers’ testimonies which contradict the scientific fact. Findings revealed that when a scientific explanation was not provided, the children tended to show deference to their teachers’ and especially mothers’ testimony. A week later, a follow-up measurement revealed that this impact did not last a week.

Positive Adult Education Learned Helplessness and the Pygmalion Effect

Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students' personal skills and competences. However, few studies have been carried out on this subject in the field of lifelong and adult education. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: a questionnaire that showed teachers' perceptions of students' qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational conditioning factors influences the psychosocial and socio-educational development of students in every possible way, while on the other hand, it indicates the importance of positive education to compensate for this phenomenology by improving the development and growth of those who study and participate in non-formal education. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense

Electrolytic lesions of the bilateral ventrolateral orbital cortex not only directly reduce depression-like behavior but also decreased desperate behavior induced by chronic unpredicted mild stress in rats

Background Previous studies have revealed that ventrolateral orbital cortex (VLO) may play an important role in the regulation of emotional behavior. However, it is not known what effect VLO damage will have on emotion regulation. Results Data showed that damage of VLO increased the anxiety-like behavior in open field test and elevated plus maze, and decreased the depressive behavior in forced swimming test and learned helplessness test. Besides, the impulsive aggressive behaviors were also increased while the attack latency decreased after VLO lesion. What’s more, damage of VLO decreased depressive behaviors induced by chronic unpredicted mild stress in rats. Conclusions These results suggest that the integrity of VLO plays an important role in emotional regulation, and the damage of VLO may inhibit the development of depression-like behavior.