Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools’ social environments (i.e., school belonging, school exclusion, and teacher–student relationships) as potential buffers and amplifiers in students’ development of learned helplessness during adolescence.

中文翻译：

---

学校社会归属和排斥的作用以及师生关系对青少年习得性无助发展的影响

本研究基于习得性无助理论和资源节约理论，探讨学校社会环境（即学校归属感、学校排斥和师生关系）在学生习得性无助发展过程中的潜在缓冲和放大作用。青春期。