Ewa Czerniawska**
Wydział Psychologii, Uniwersytet Warszawski


Summary. It seems obvious that various domains (school subjects) require different strategies. Still studies concerning that issue are sparse and inconclusive. Some demon-strated that students indeed differentiated their strategic behavior as a function of school subject; other failed to demonstrate such an effect. Inter-domain strategic flexi-bility can be treated as a more mature and beneficial way of handling academic learn-ing. However in some conditions, this is not the case. When students demonstrate learned cognitive helplessness in one domain, and employ different strategies in this domain than in others, it is an extreme and disadvantageous case of inter-domain strategic flexibility. It may be hypothesized that strategic deficits are one of the condi-tions for the appearance of partial intellectual helplessness, as well as it result. A longitudinal research project was designed to test the hypothesis. The investigation was carried on in groups in Warsaw secondary schools. Learning strategies in mathe-matics and Polish were assessed twice, at the beginning of the first and second grade; intellectual helplessness was assessed at the end of the first grade and at the beginning of the second; school grades were recorded in the middle and at the end of the first grade. Data were analyzed by means of correlation coefficients computation, t-Student test and linear-structural modeling (EQS). It appeared that the strategic activity in mathematics and Polish was significantly correlated, but significant differences between both domains were also found. The patterns of relations between the strategic activity, intellectual helplessness and school achievements in mathematics and Polish, although comparable, varied in many respects.
Autor: Ewelina Soszyńska
Ostatnia aktualizacja: 15.05.2007, godz. 18:56 - Ewelina Soszyńska