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Abstract
In the study, learned helplessness was determined as the dependent variable of the current study and it was aimed to reveal whether the independent variables (social commitment, academic self-efficacy, academic procrastination, and life satisfaction) affect explaining the learned helplessness levels of university students. Since the study aims to determine the relationships between variables, the relational research method, one of the quantitative research approaches, was used in the study. The sample group of the study consists of 1009 university students, and the participants were determined by convenience sampling method. Participants consist of undergraduate students studying at various departments of a state university in the Eastern Anatolia region. Data collection tools used in the research were created over "Google Forms" and shared with the participants online. The data collection tools of Learned Helplessness Scale, Academic Self-Efficacy Scale, Social Connectedness Scale, Tuckman Procrastination Scale and Life Satisfaction Scale, all of which were prepared in Likert type, were used in the study. The results of the study show that to reduce the learned helplessness of students, it is necessary to increase their academic self-efficacy and decrease their social connectedness; Moreover, decreasing academic procrastination and increasing life satisfaction has shown that university students' learned helplessness levels may decrease. Because while academic self-efficacy and life satisfaction negatively predicted learned helplessness levels; Social commitment and academic procrastination contribute positively to the learned helplessness of university students. It has been determined that academic self-efficacy has an important contribution in explaining the level of learned helplessness.