The Structural Model among Learned Helplessness, Quality of Academic Life, Anxiety, and Depression in Students with Disabilities

Abstract

This research aimed to investigate the direct impact of learnt helplessness on the quality of academic life in students with disabilities, as well as the indirect influence of learnt helplessness on anxiety and depression mediated by the quality of academic life. The study examined the disparities between students with disabilities and their non-disabled counterparts regarding learnt helplessness, academic quality of life, and levels of anxiety and depression. The sample comprised 175 university students (103 with impairments and 72 without disabilities), with a mean age of 20.71 years (SD=1.6878). Participants administered the Learnt Helplessness Scale, the Academic Quality of Life Scale, and the anxiety and depression symptom subscale from the Symptom Checklist. The findings indicated that learnt helplessness significantly adversely impacted the academic quality of life. A notable indirect effect of learnt helplessness on both anxiety and depression was observed through academic quality of life in students with impairments. Marked disparities were observed between students with disabilities and those without: students with disabilities exhibited elevated levels of learnt helplessness and its dimensions (negativity, escape, inflexibility, and satisfaction with low outcomes), whereas students without disabilities demonstrated superior perceived academic quality of life (encompassing both cognitive and emotional aspects). Moreover, the prevalence of sadness and anxiety symptoms was elevated among students with impairments.