The issue of poor academic achievement in mathematics has become a long-standing
concern among researchers. This trend of low academic achievement in mathematics is
worrisome because it can lead to learning helplessness. In view of the above, the present study investigated self-concept and personality traits as correlates of secondary school students’ learned helplessness in mathematics. The study adopted a correlational survey research design. A sample of 363 SSII students selected through the multi-stage sampling procedure participated in the study. Three instruments were used for the data collection. They are the Mathematics Learned Helplessness Scale (MLHS), the Students’ Self-Concept Questionnaire (SSCQ), and the Students’ Personality Traits Questionnaire (SPTQ). To determine the face validity of the instruments, they were given to measurement and evaluation experts. Internal consistency reliability coefficients of 0.87, 0.79, and 075 were obtained for MLHS, SSCQ, and SPTQ, respectively using Cronbach alpha. Regression analysis was used for data analysis with the aid of the Statistical Package for Social Science (SPSS) version 20. Findings revealed that the relationship between self-concept and students’ learned helplessness in mathematics is statistically significant; the relationship between personality traits and students’ learned helplessness in mathematics is statistically significant; and the relationship among self-concept, personality traits, and students’ learned helplessness in mathematics is statistically significant. Based on the findings, it was concluded that students’ negative perception of themselves and personality traits are closely related to their learned helplessness in mathematics.

Keywords: Academic Achievement; Learned Helplessness; Self-Concept; Personality
Traits