Help seeking, self-esteem, and achievement motivation: An attributional analysis.

Tessler, Richard C.; Schwartz, Shalom H.

doi:10.1037/h0032321

Cited by 173 publications

(130 citation statements)

References 8 publications

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“…However, our analysis based on actual help-seeking behavior revealed the opposite pattern, as those with lower self-efficacy scores agreed to seek help, while those with higher self-efficacy scores refused to do so. In line both with previous research (e.g., Puustinen & Winnykamen, 1998) and with the consistency hypothesis (Tessler & Schwartz, 1972), these results not only indicate that self-efficacy may be the motivational factor that contributes to different help-seeking behaviors and to self-regulation in general (Moos & Azevedo, 2009) but also further emphasize the importance of behavioral measures in the field of help seeking.…”

Section: To Seek or Not To Seek Help?supporting

confidence: 78%

“…An analysis of the role of self-efficacy in help seeking based on help-seeking intentions would have led to the conclusion that the lower the students' self-efficacy, the more they tend to avoid seeking help as predicted according to the vulnerability hypothesis (Tessler & Schwartz, 1972). However, our analysis based on actual help-seeking behavior revealed the opposite pattern, as those with lower self-efficacy scores agreed to seek help, while those with higher self-efficacy scores refused to do so.…”

Section: To Seek or Not To Seek Help?mentioning

confidence: 99%

“…In other words, students with low self-perceptions seek less help than students with high self-perceptions. According to the consistency hypothesis (Tessler & Schwartz, 1972), students with high self-perceptions are less likely to seek help than those with low selfperceptions, because admitting that they need help is not consistent with their perceptions (Butler, 1998;Nelson-LeGall, 1985;Nelson-LeGall & Jones, 1990). According to the inverted U-curve hypothesis (Rosen, 1983), students who have either very high or very low self-perceptions (extreme values) are unlikely to seek help.…”

Section: 41expectationsmentioning

confidence: 99%

“…According to the vulnerability hypothesis (Tessler & Schwartz, 1972), students who lack confidence in their skills do not seek help because they want to maintain an impression of ability. In other words, students with low self-perceptions seek less help than students with high self-perceptions.…”

Section: 41expectationsmentioning

confidence: 99%

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Motivation to seek help and help efficiency in students who failed in an initial task

Huet

Moták

Sakdavong

2016

Computers in Human Behavior

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In the present study, we investigated whether help-seeking behaviors differ in their respective links to motivational variables such as achievement goals, help-seeking perceptions and selfefficacy. Eighty-two students who had failed to solve an initial word-processing task were invited -but not forced -to choose help before engaging in a comprehension task. While 19 of them did not seek help of any kind, 63 students opted for help. Taken together, our results suggest that i) those who refused to seek help did not differ from those who agreed to seek help on either motivational variables (except for self-efficacy), but ii) those who succeed on the comprehension task after using help were those who showed higher self-efficacy. The implications of these results for future research on the help-seeking process in interactive learning environments are discussed.

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Section: To Seek or Not To Seek Help?supporting

confidence: 78%

Section: To Seek or Not To Seek Help?mentioning

confidence: 99%

Section: 41expectationsmentioning

confidence: 99%

Section: 41expectationsmentioning

confidence: 99%

See 2 more Smart Citations

Motivation to seek help and help efficiency in students who failed in an initial task

Huet

Moták

Sakdavong

2016

Computers in Human Behavior

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“…Studies have shown that people are more likely to seek help when they believe that the problem they are experiencing is normative (i.e., many other people experience it; Nadler, 1990). Similarly, when a task is perceived as ego-central (as a quality that is central to one's self-esteem, e.g., a test of intelligence), people seek help less often than when the same task is perceived as task oriented (e.g., completing a puzzle as a game; Butler & Neuman, 1995;Tessler & Schwartz, 1972).…”

Section: Gender Roles and Perceptions Of Problems In Livingmentioning

confidence: 99%

Linking Gender-Role Conflict to Nonnormative and Self-Stigmatizing Perceptions of Alcohol Abuse and Depression.

Magovcevic¹,

Addis²

2005

Psychology of Men & Masculinity

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The aim of this study was to test the theoretical assumption that individuals adhering to proscriptive masculine roles may be more likely to have negative perceptions of mental health problems, which may lower their likelihood of help seeking (M. E. Addis & J. R. Mahalik, 2003). Participants were 120 undergraduate students who completed measures assessing negative perceptions (nonnormativeness and self-stigma) of alcohol abuse and depression and adherence to proscriptive gender roles. Both men and women who endorsed experiences and beliefs associated with proscriptive masculine gender roles were more likely to perceive problems negatively. Alcohol abuse was seen as more self-stigmatizing than depression, but no mean differences emerged in perceptions of normativeness. Findings have implications for the development of gendersensitive interventions aimed at facilitating help seeking.

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Help-seeking attitudes and severity of psychological distress

Calhoun

Selby

1974

J. Clin. Psychol.

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Generally, the faculty members indicated teaching as a major source of satisfaction, although styles of teaching differed by type of institution. The faculty members who interacted frequently with students outside of the classroom, preferred teaching undergraduates to research, enjoyed teaching and tried to make it interesting, and discussed contemporary issues with students were rated by the faculty and students alike as having high impact. A comparison of 34 minority students and 34 nonminority students was conducted by a black psychotherapist at the University Health Service of New York University in 1969-70. The clinic operated primarily as a consultation and referral service. The minority students visited an average of 2.7 times compared to 1.7 for the white students. Seventy per cent of the nonminority students were self-referred compared to 44 per cent of the minority students. None of the white men and only four of the white women were referred by the staff in comparison to eleven minority men and four minority women. A classification rating was developed to reflect the focus of the initial interviews. The rating was divided into six categories: neurotic, character, prepsychotic, psychotic, situational, and cultural. Situational andlor cultural factors were cited by 41 per cent of the minority students and 2 1 per cent of the white students as primary factors causing difficulty. A larger number of nonminority students than of blacks presented themselves on the basis of neurotic symptoms. Slightly more blacks than whites, and more women than men, had characterological problems. Twelve black students, in contrast to five white students, returned for assistance.At the close of the 1972-73 academic year, 12 of the minority students had graduated and 3 were still enrolled. In the same period of time, 21 of the nonminority students had graduated and 2 were still attending.-University Health Service, New York University. At a southeastern university, 45 introductory psychology students were given the Zung Self-Rating Depression Scale (SDS), a mood adjective checklist, the Neuroticism scale of the Maudsley Personality Inventory, and the eighth scale of the Minnesota Multiphasic Personality Inventory (MMPI). Intercorrelations of the scores on these measures with the students' scores on a help-seeking inventory were all in the expected direction, with increased stress being related to a less favorable attitude toward seeking 0223-1 1 INER

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Help seeking, self-esteem, and achievement motivation: An attributional analysis.

Cited by 173 publications

References 8 publications

Motivation to seek help and help efficiency in students who failed in an initial task

Motivation to seek help and help efficiency in students who failed in an initial task

Linking Gender-Role Conflict to Nonnormative and Self-Stigmatizing Perceptions of Alcohol Abuse and Depression.

Help-seeking attitudes and severity of psychological distress

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