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Abstract
The present study aims to investigate the relation between perceived parental psychological control, school learned helplessness and mastery orientation, and also to test frustration intolerance as a mediator in the relation between perceived psychological control and school learned helplessness. The sample consisted of 214 (86 male and 128 female) high school students with an age range between 17- and 19- years (M = 18.20; DS = 0.98). Results indicated that maternal psychological control positively predicts frustration intolerance, and that in turn, frustration intolerance positively predicts school learned helplessness. Furthermore, there was a significant indirect effect of frustration intolerance in the link between maternal psychological control and school learned helplessness, pointing to an important mediating role for frustration intolerance. Theoretical and practical implications are discussed.
References
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Author biographies
Pina Filippello is an Associate Professor in Psychology of Development and Education, at the University of Messina, Sicily, Italy. She has published many journal articles and book in the areas of the behavioral and learning problems in children and adolescents. Her main research interest include the emotional-motivational factors involved in school performance.
Neil Harrington is a Professor at the Department of Psychology, University of Stirling. He researches in Clinical Psychology. His research focuses on Rational Emotive Behaviour Therapy (REBT), with a specific interest on the construct of Frustration Intolerance.
Sebastiano Costa is a Research Associate at the Department of Psychology, Nottingham Trent University. His research interest focuses on the personal, motivational and emotional dynamics underlying the relation between contextual factors and psychological well-being in several settings.
Caterina Buzzai is a Phd student in Cognitive Sciences at the University of Messina. Her research interests include students’ psychological well-being, risk factors and protection (i.e., frustration intolerance, anxiety, self-esteem) in several settings.
Luana Sorrenti is an Assistant Professor in Psychology of Development and Education, at the University of Messina, Sicily, Italy. Her main research interests include the emotional-motivational factors involved in school performance and student well-being.
