The Impact of Learned Helplessness and Intervention Strategies on Academic Outcomes of Students with Learning Disabilities

Abstract

This study investigates the learned helplessness and intervention strategies in determining academic outcomes for students with learning disabilities. A quantitative research design was utilized where structured surveys were conducted on three main variables, which included learned helplessness, academic performance, and the moderating role of intervention strategies. The participants were approximately 100 students from different schools in the Balqa Governorate, Jordan, who were selected through stratified random sampling to ensure representation of gender, academic year, and urban/rural settings. Thus, it can be deduced that, with an overwhelming calculated statistical significance (P-values of 0.000), the two intervening methods in combination with learned helplessness profoundly shape academic performance. This is further supported by powerful T-statistics (4.002 and 5.601). Nonetheless, the moderating effect proved to be statistically nonsignificant (P = 0.084, T = 1.729), which indicates that the moderator was not important in centering the relationship between the predictors and academic results. This finding highlights the need for future research to examine why commonly applied intervention strategies may not buffer the negative effects of learned helplessness, especially considering intervention effort and time, educator preparation, and responsiveness to learner profiles. Gaining insight into these factors may help in developing more tailored and contextually appropriate intervention strategies for learners with learning disabilities.