Children's reluctance to seek help with schoolwork.

Newman, Richard; Goldin, Laura

doi:10.1037/0022-0663.82.1.92

Cited by 169 publications

(198 citation statements)

References 38 publications

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“…[14] It also has been shown that women tend to ask more questions, thus they seek help more often than their male counterparts. [10] These findings are supported by our previous research from the fall 2012 semester, when 76% of females and 60% of males used some form of SI, and from the fall 2013 semester, when 82% of females and 60% of males used some form of SI.…”

Section: Gender Differences In Use Of Sisupporting

confidence: 79%

The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshman Chemistry Course

Wisniewski¹,

Shapiro²,

Kaeli³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Emily is a senior chemical engineering student at Northeastern University with a minor in biochemical engineering. She has been a chemistry tutor for freshman engineering students for the past three years. Miss Rachel Lauren Shapiro, Northeastern UniversityRachel Shapiro is a third year undergraduate student studying chemical engineering at Northeastern University. She has been involved in the Connections Chemistry Review program for the past 2 years. Rachel works in a chemical engineering lab on campus, has held a co-op position at Davol, Inc. and will be completing another co-op with Entrega Biosciences. Ms. Emma Kaeli, Northeastern UniversityEmma Kaeli is a second-year undergraduate student at Northeastern University, majoring in chemical engineering and pursuing a minor in mathematics. Outside of class, Kaeli works as a chemistry tutor and class grader, and she participates in undergraduate research in a materials science laboratory on campus. She also has held an engineering co-op position with Rogers Corporation's Innovation Center. Ms. Kristen Barbara Coletti, Georgia Institute of TechnologyKristen Coletti is recent graduate of Northeastern University. She received her BS in Chemical Engineering in 2014 and was involved in the Connections Chemistry Review program for over 5 years. Kristen is currently pursuing her Master's Degree in Mechanical Engineering at Georgia Tech, while working full time as an engineer in the Edison Engineering Development Program at GE Power & Water.Dr. Paul A. DiMilla, Northeastern University Paul A. DiMilla is an Associate Academic Specialist in Chemistry & Chemical Biology and Chemical Engineering at Northeastern University. During his academic career at Carnegie Mellon University, Boston University, and Olin College he has been the recipient of the first Whitaker Young Investigator Award from the BMES, a Searle Scholar Award, and an Early Career Development Award from the NSF as well as a three-time recipient of the Omega Chi Epsilon Outstanding Faculty Award from the Northeastern Student Affiliate of AIChE. He also has led industrial R&D teams at Organogenesis Inc. and Polymerix Corporation developing tissue-engineered medical products and drug-generating biodegradable polymers, respectively, and has co-founded Automated Cell, Inc. In addition to being an inventor on 11 issued US patents, he has published the textbook General Chemistry for Engineers with Cognella Academic Publishing. Ms. Rachelle Reisberg, Northeastern University The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshmen Chemistry Course AbstractThis study investigates the connection between the use of supplemental instruction (SI) by engineering students and their performance in a required first year general chemistry course. SI includes group and one-on-one peer tutoring as well as instructor and teaching assistant office hours. Previous research has shown that participation in SI correlates with higher course grades, more confidence in course material, greater ma...

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Section: Gender Differences In Use Of Sisupporting

confidence: 79%

The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshman Chemistry Course

Wisniewski¹,

Shapiro²,

Kaeli³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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show abstract

“…At best, groups can try to avoid creating a more negative impression through seeking help. After all, seeking help could be viewed as a sign of incompetence and powerlessness (e.g., Nadler, 1987;Newman & Goldin, 1990). As a result, relational conflict can activate a need for more autonomy, and group members involved in relational conflict should exhibit more help avoidance than group members involved in task conflict.…”

Section: Seeking Outgroup Help In Conflict Situationsmentioning

confidence: 99%

“…For example, Newman and Goldin (1990) found that children refrained from seeking help with their schoolwork out of fear of being perceived as ''dumb'' by their peers, teachers, and parents. Most of the research on help seeking and help avoidance stems from literature on individual helping, often in an educational context (e.g., Butler & Neuman, 1995;Clegg, Bradley, & Smith, 2006;Newman & Goldin, 1990;A. M. Ryan, Gheen, & Midgley, 1998).…”

mentioning

confidence: 99%

Knocking on the Outgroup's Door: Seeking Outgroup Help Under Conditions of Task or Relational Conflict

Täuber

Leeuwen

Sassenberg

2011

Basic and Applied Social Psychology

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“…The vulnerability hypothesis suggests that students with low perceived competence may decide not to ask for help because by admitting that help is needed, their inadequacy is confirmed (Newman & Goldin, 1990). The consistency hypothesis posits that students with high perceptions of their abilities might decide not to ask for help because engaging in help indicates that their competence is in danger and this presents views that are inconsistent with favorable perceptions of the self (Nadler, 1983).…”

Section: Help Seeking 12mentioning

confidence: 89%

Motivational processes involved in academic help seeking and help avoidance

Marchand¹

2000

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During middle childhood, help seeking and avoidance are two ways children deal with academic problems. For this study, the dominant view of help seeking as a strategy of self-regulated learning was elaborated to consider it a way of coping framed within the Self-System Model of Motivational Development. This framework allows for the consideration of (1) the opposite of help seeking (help avoidance) as a motivated way of coping, (2) the central role of teachers, and (3) the operation of multiple self-system processes in shaping students' coping behaviors.Self-report, teacher-report, and school record data from 765 3rd through 6 1 h grade students and their teachers were analyzed to determine the structure of help seeking and avoidance, the antecedents and consequences of these ways of coping, and developmental differences that may account for age-related changes in coping.Data were available from two time points, the fall and spring of one academic year, allowing for concurrent and change over time analyses. In terms of predictors of coping, relatedness showed unique effects on coping over and above those of perceived competence and autonomy. In addition, teacher support predicted increases in help seeking, and reciprocally, student coping predicted changes in teacher support over the course of a school year. The results of medi"ational models indicated that teacher support may influence coping through its effects on children's self-system processes. Finally, no age differences were found in the links between coping and self-system processes or teacher support.The implications of considering concealment as a motivated way of coping and the importance of social relationships and a sense of relatedness in academic coping are discussed. Recommendations for future research are given that focus on avoidance, diverse populations, specific developmental processes, additional social partners, and times of transition. MOTIVATIONAL PROCESSES INVOLVED IN

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Children's reluctance to seek help with schoolwork.

Cited by 169 publications

References 38 publications

The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshman Chemistry Course

The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshman Chemistry Course

Knocking on the Outgroup's Door: Seeking Outgroup Help Under Conditions of Task or Relational Conflict

Motivational processes involved in academic help seeking and help avoidance

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