Instrumental help-seeking as a function of normative performance goal orientations: A “catastrophe”

Sideridis, Georgios D.; Stamovlasis, Dimitrios

doi:10.1007/s11031-015-9515-9

Cited by 15 publications

(12 citation statements)

References 101 publications

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“…Help seeking in the classroom is considered a crucial self-regulatory approach in the repertoire of actions promoting learning (Butler, 2006;Karabenick & Newman, 2009;Newman, 1994Newman, , 2000Ryan & Pintrich, 1998). When students have difficulty performing a complex task, help seeking in order to learn and understand the material (called instrumental help seeking) provides the opportunity to receive support to reengage and autonomously complete the task (Sideridis & Stamovlasis, 2016). Many students, however, choose not to seek help when they need explanations (Butler, 2008;Karabenick, 2004Karabenick, , 2006Newman, 1994), thus compromising their learning and performance in academic work (Urdan, Ryan, Anderman, & Gheen, 2002).…”

Section: Seeking Help From Teachers: a Promising Mediatormentioning

confidence: 99%

Achievement Goals and Engagement With Academic Work in Early High School: Does Seeking Help From Teachers Matter?

Duchesne

Larose

Feng

2017

The Journal of Early Adolescence

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The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural equation modeling showed that mastery goals (approach and avoidance) were indirect predictors of both behavioral and cognitive engagement through seeking help from teachers. Performance goals (avoidance, but not approach orientation) were associated with cognitive engagement through help-seeking behaviors. Overall, these results suggest that achievement goals are key drivers of changes in academic engagement in early high school and that their contribution is explained by seeking help from teachers. Practical implications, limitations, and future research directions are discussed.

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Section: Seeking Help From Teachers: a Promising Mediatormentioning

confidence: 99%

Achievement Goals and Engagement With Academic Work in Early High School: Does Seeking Help From Teachers Matter?

Duchesne

Larose

Feng

2017

The Journal of Early Adolescence

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“…Help-seeking behavior, as opposed to dependence, is regarded as an important self-regulated learning strategy (Karabenick and Gonida, 2018 ). This recognition began by distinguishing instrumental help-seeking behavior (Sideridis and Stamovlasis, 2016 ), which involved help-seekers' requests for others to explain problem-solving method. By contrast, learners with executive help-seeking requested for others to solve problem for them.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the MSLQ-B for Adult Distance Education in China

Ying

Wang

2021

Front. Psychol.

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In the education context, The Motivational Strategies for Learning Questionnaire (MSLQ) is extensively used in assessing self-regulated learning strategies. However, more research is needed to address whether it is applicable for distance education. The exploratory and confirmatory factor analysis were used to test the Chinese version of the Motivated Strategies for Learning Questionnaire part-B for distance learning (MSLQ-B-DL) using two samples totalling 385 participants. This paper substantiates MSLQ-B-DL's criterion-related, convergent, and factorial validity, as well as its internal consistency, in China. Specifically, the concurrent validity of the MSLQ-B-DL was shown from three aspects: (a) the negative correlation of MSLQ-B-DL with trait procrastination; (b) the positive correlation of MSLQ-B-DL with self-control; and (c) the positive correlation of MSLQ-B-DL with instrumental help-seeking and the former's negative correlation with help-seeking avoidance and executive help-seeking. Finally, this study highlights the MSLQ-B-DL's validity and reliability in evaluating the learning strategies in adult distance education in China.

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“…Maybe it would be more effi cient to help students to set both performance and mastery goals. Besides, previous studies suggested those who set performance objectives, as opposed to mastery objectives, diff er not in skills but in their emotional regulation and aff ect (Dweck & Leggett, 1988, as quoted in Sideridis & Stamovlasis, 2015). Helping students to set both performance and mastery goals would also require a shift in assessment methods, switching from summative assessment to formative assessment.…”

Section: Resultsmentioning

confidence: 99%

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

Paloş¹,

Petrovici²,

Măgurean³

2019

RCIS

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Previous research highlights that self-regulated learning makes a diff erence in students' achievement, and is helpful in improving their performance. The present study aimed to test a model which assumed that relationships between selfregulated learning and academic performance are mediated by the achievement goals that students endorse. 254 students enrolled in Psychology undergraduate courses were tested. The results showed that performance-approach goals were those which predicted grades and not mastery-approach goals. Moreover, performance-approach goals mediated the relationship between self-effi cacy and academic performance. Also, two of the self-regulated learning components' (i.e., self-effi cacy and self-regulation) predict academic performance directly, no matter what type of achievement goals students pursue. Knowing this, teachers can help students to learn better, to monitor their progress and to achieve their objectives.

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Instrumental help-seeking as a function of normative performance goal orientations: A “catastrophe”

Cited by 15 publications

References 101 publications

Achievement Goals and Engagement With Academic Work in Early High School: Does Seeking Help From Teachers Matter?

Achievement Goals and Engagement With Academic Work in Early High School: Does Seeking Help From Teachers Matter?

Psychometric Properties of the MSLQ-B for Adult Distance Education in China

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

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