THE MEDIATING ROLE OF LEARNED HELPLESSNESS IN THE RELATIONSHIP BETWEEN REPEATED ACADEMIC FAILURE AND DROPOUT INTENTIONS: THE MODERATING IMPACT OF PERCEIVED TEACHER SUPPORT IN ADOLESCENTS

Abstract

This study examines the mediating role of learned helplessness in the relationship between repeated academic failure and dropout intentions among adolescents, with perceived teacher support as a moderator. Using a cross-sectional design, data were collected from 200 high school students (aged 14–17) in Faisalabad, Pakistan. Results from correlation and moderated mediation analyses revealed that repeated academic failure significantly predicted dropout intentions, with learned helplessness partially mediating this relationship. Perceived teacher support moderated both the direct and indirect pathways, buffering the negative effects of academic failure and helplessness. Gender differences were also observed, with male students reporting higher academic failure, helplessness, and dropout intentions, while female students perceived greater teacher support. These findings highlight the importance of teacher support in mitigating dropout risks and suggest targeted interventions to reduce learned helplessness in academically struggling students.