Teaching Styles and Hopelessness Theory of Depression

Running head: TEACHING STYLES AND HOPELESSNESS THEORY OF DEPRESSION 1
How Teaching Style Effect on Behavior of International Students
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TEACHING STYLES AND HOPELESSNESS THEORY OF DEPRESSION 2
How Teaching Style Effect on Behavior of International Students
This literature review involves evaluating the content of three articles related to the
aspect of hopelessness theory of depression and what impact teaching styles have on this
phenomenon in relation to international students. It is meant to contribute in increasing insight
into the aspect of hopelessness theory of depression among learners and its relationship to the
mode of teaching so that its applicability can be brought to the classroom and help to improve
learning among the concerned learners. It is meant to boost learning process for learners with
depression. Helping learners to understand better in the classroom is a primary concern among
teachers. Teachers have to motivate students regarding how to learn. Motivation increases the
level of commitment among them (Liu, Kleiman, Nestor, & Cheek, 2015). It has been confirmed
that learners who have a good understanding to a question tend to have a more engagement.
They depict varied characteristics regarding how they are attracted to perform tasks, show
persistent towards the tasks regardless of any obstacles or challenges and involve taking visible
delight towards the accomplishment of tasks.
To make learners develop an understanding of the important aspects being taught,
teachers can use different teaching styles. Though there are various strategies that can
consistently engage all the students, teachers need to use techniques which involve a prior
knowledge in learning new concepts so that learners can relate the contents of the lessons to their
backgrounds. Thus, teachers need to create personal relationship with learners (Assari, &
Lankarani, 2016). A focus needs to be guaranteed based on the fact that direct and indirect
interest from students contributes much to learning. This is a fundamental principle that many
teachers need to accept and look for ways of applying. They need to apply this component by
identifying the level of interest among the students and ways of boosting its level (Miranda,

TEACHING STYLES AND HOPELESSNESS THEORY OF DEPRESSION 3
Tsypes, Gallagher, & Rajappa, 2013). Based on this fact, teachers are encouraged to apply
various techniques and styles of teaching that make learners in the classroom highly interested.
The success of teaching process is based on such efforts as seeking an insight related to how
students learn in class and how the teachers handle or discuss lessons in the classroom.
Literature review
According to the content in the first article, hopelessness theory on depression involves
an interaction between the experienced negative events in life and the attribution styles of the
individual (Kneebone, Guerrier, Dunmore, Jones, & Fife-Schaw, 2015). The reformulated theory
related to learned helplessness claims that the aspect of depression may be a due to the
attributions that people make concerning the events that have a negative impact on them
(Kneebone, et al. 2015). These attributional styles may be stable, internal or global negative
events that make people vulnerable towards the development of depression. Concerning internal
attributions, there are people who have the feeling that negative events may be caused by things
that have to do with personal well-being. When the cause involves things that have no personal
connection, then the case is external. Global attribution is related to a wide range of events that
affect what the persons feel about such events. According to this theory when people get
exposed to negative events, that are recurrent and long term (stable) rather than intermitted or
short-lived (unstable) have a likelihood of suffering from depression (Kneebone, Guerrier,
Dunmore, Jones, & Fife-Schaw, 2015). Others who get exposed to global attributions rather than
those which are specific or confined to circumstances that have a narrow range are also likely to
have depression. The central concept of the theory involves the fact that continued exposure to
stressful life events that have negative impact, and how the individual affected considers them
brings about depression. People who have mental sickness have a more likelihood of getting