dc.contributor.author |
Ogoma, Shadrack O. |
|
dc.date.accessioned |
2022-01-31T07:47:20Z |
|
dc.date.available |
2022-01-31T07:47:20Z |
|
dc.date.issued |
2019 |
|
dc.identifier.uri |
https://ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_1535_FINAL.pdf |
|
dc.identifier.uri |
http://ir.mu.ac.ke:8080/jspui/handle/123456789/5890 |
|
dc.description.abstract |
Several studies have identified learned-helplessness as a factor in scholastic functioning. Relatively few
have related home experiences with learned-helplessness in students. The main purpose of this study was to determine
gender and regional influences on the relationship between students’ perceived parenting styles and their perceived
learned-helplessness in Mathematics. One hundred and eighty-five secondary school students, 94 boys (51%) and 91
girls (49%), completed self-report questionnaires assessing demographics, perceived parenting-styles and learned-
helplessness in Mathematics. Autocratic parenting styles related to higher levels of perceived learned-helplessness in
Mathematics than the democratic parenting styles did. Parenting style related significantly and negatively with learned
helplessness in mathematics for rural but not for urban students, and also for boys but not for girls. In addition, boys
and girls perceived parenting style and learned helplessness the same way. Rural students were more helpless in
Mathematics than the urban students were. There was no regional difference in perceived parenting style. Parents were
seen as partners in Mathematics education. The results showing regional and gender differences suggest that a more
targeted approach to intervention is required. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
IJIRES |
en_US |
dc.subject |
Parenting styles |
en_US |
dc.subject |
Learned-helplessness |
en_US |
dc.subject |
Perceived parenting styles |
en_US |
dc.title |
Parenting Styles and Learned Helplessness in Mathematics: Do Gender and Region Matter? |
en_US |
dc.type |
Article |
en_US |