The relationship between language learning strategies and learned helplessness
| dc.contributor.author | Kolber, Magdalena | |
| dc.date.accessioned | 2020-04-16T09:24:28Z | |
| dc.date.available | 2020-04-16T09:24:28Z | |
| dc.date.issued | 2019 | |
| dc.identifier.citation | Przegląd Pedagogiczny 2019, nr 2 | en_US |
| dc.identifier.uri | http://repozytorium.ukw.edu.pl//handle/item/6863 | |
| dc.description.abstract | The intent of the present study is to investigate the relationship between language learning strategies and learned helplessness. For this purpose, a questionnaire was administered to 371 secondary school students (first, second and third-graders) learning English in the Kuyavian-Pomeranian Voivodeship. The results of this study showed there was a moderate, negative significant relationship between indirect strategies and learned helplessness and a slightly weaker, but still moderate, significant relationship between direct strategies and learned helplessness. | en_US |
| dc.language.iso | pl | en_US |
| dc.publisher | Wydawnictwo Uniwersytetu Kazimierza Wielkiego w Bydgoszczy | en_US |
| dc.subject | didactics | en_US |
| dc.subject | foreign language learning | en_US |
| dc.subject | learned helplessness | en_US |
| dc.subject | learning strategies | en_US |
| dc.subject | self-directed learning | en_US |
| dc.subject | students’ active involvement | en_US |
| dc.title | The relationship between language learning strategies and learned helplessness | en_US |
| dc.type | Article | en_US |