Teaching style and academic achievement: the mediating role of Learned Helplessness and Mastery Orientation

Although several studies have investigated the roles of teaching practices during the learning process on students, the role of school Learned Helplessness and Mastery Orientation has not been deeply examined. The present study aimed to verify the dynamics between academic achievement and the perception of the students of their teacher’s psychological control and autonomy support by examining the mediating role of school Learned Helplessness and Mastery Orientation. Results confirmed that perceived teacher psychological control can predict school Learned Helplessness while perceived teacher autonomy support can predict school Mastery Orientation. Additionally, academic achievement was positively predicted by school Mastery Orientation while it was negatively predicted by school Learned Helplessness. Finally, analyses have shown that school Learned Helplessness and Mastery Orientation play mediating role on the relationship between academic achievement and the perceived teacher autonomy support and psychological control. Limitations and implications are discussed.