Cobos-Sanchiz, D.; Perea-Rodriguez, M.-J.; Morón-Marchena, J.-A.; Muñoz-Díaz, M.-C. Positive Adult Education, Learned Helplessness and the Pygmalion Effect. Int. J. Environ. Res. Public Health2022, 19, 778.
Cobos-Sanchiz, D.; Perea-Rodriguez, M.-J.; Morón-Marchena, J.-A.; Muñoz-Díaz, M.-C. Positive Adult Education, Learned Helplessness and the Pygmalion Effect. Int. J. Environ. Res. Public Health 2022, 19, 778.
Cobos-Sanchiz, D.; Perea-Rodriguez, M.-J.; Morón-Marchena, J.-A.; Muñoz-Díaz, M.-C. Positive Adult Education, Learned Helplessness and the Pygmalion Effect. Int. J. Environ. Res. Public Health2022, 19, 778.
Cobos-Sanchiz, D.; Perea-Rodriguez, M.-J.; Morón-Marchena, J.-A.; Muñoz-Díaz, M.-C. Positive Adult Education, Learned Helplessness and the Pygmalion Effect. Int. J. Environ. Res. Public Health 2022, 19, 778.
Abstract
Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students' personal skills and competences. However, few studies have been carried out on this subject in the field of lifelong and adult education. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: a questionnaire that showed teachers' perceptions of students' qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational conditioning factors influences the psychosocial and socio-educational development of students in every possible way, while on the other hand, it indicates the importance of positive education to compensate for this phenomenology by improving the development and growth of those who study and participate in non-formal education. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense
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