Influence of Students Perceived Classroom Climate on English Language Learned Helplessness in China’s Vocational Colleges: Mediation of Classroom Silence and Academic Self-Efficacy

Abstract

In this study, we investigated the mediating effects of classroom silence and academic self-efficacy on the relationship between English classroom climate and learned helplessness among vocational college students. A total of 501 students from 5 postsecondary vocational colleges in Fujian Province, China, were assessed using the Classroom Climate Scale, Classroom Silence Scale, Learning Self-Efficacy Scale, and English Learned Helplessness Scale. Structural equation modelling was used to evaluate the mediating effects of classroom silence and academic self-efficacy on the relationship between classroom climate and learned helplessness. We found that perceived classroom climate negatively affected students’ learned helplessness. In addition, classroom silence and academic self-efficacy fully mediated the relationship between perceived classroom climate and learned helplessness. This study provides relevant recommendations for educational administrators, English teachers, and students.