Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students.

Karabenick, Stuart A.; Knapp, John R.

doi:10.1037/0022-0663.83.2.221

Cited by 302 publications

(318 citation statements)

References 25 publications

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“…In both scenarios, help seeking is retarded by the admission of failure, as manifested through help seeking. Research has tended to support the vulnerability hypothesis (Karabenick & Knapp, 1991) in that students with low self-perceptions not only seek help less frequently than those with favorable selfperceptions, but they also have a stronger perception of help seeking as threatening.…”

Section: Help Seeking 12mentioning

confidence: 99%

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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Section: Help Seeking 12mentioning

confidence: 99%

Motivational processes involved in academic help seeking and help avoidance

Marchand¹

2000

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“…In contrast, bridging social capital, involving relatively weak-tie relationships between people from different backgrounds (Williams, 2006), may provide useful task suggestions or new perspectives but typically not emotional support (Granovetter, 1983). Karabenick and Knapp (1991) proposed two categories of help-seeking for students: formal help-seeking (e.g., from school-provided instructional supports, instructors or teacher assistants) and informal help-seeking (e.g., from peers or knowledgeable friends). However, Karabenick and Knapp also indicated that the majority of college students failed to seek help, particularly through formal channels.…”

Section: Introductionmentioning

confidence: 99%

“…Maybe the reason involves psychological factors such as academic self-efficacy, threat to self-esteem, and social embarrassment (Karabenick, 1998;Newman & Goldin, 1990). The formal help-seeking from school-provided supports (e.g., teachers, administrative services) can offer more useful suggestions to improve help-seeker's learning performances than from informal sources (e.g., previous classmates, parents) (Karabenick & Knapp, 1991). However, the above literature has been for over than a decade.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, pre-service teachers in need of professional consultation may seek help from formal sources providers (e.g, mentors, professors, administrative services), while they in need of mental consolation may seek help from intimate/close people (e.g, family members, friends, previous classmates at university) as an aforementioned bonding social capital. Karabenick and Knapp (1991) further indicated the follow-up behaviors after help-seeking, i.e., instrumental activities (e.g., trying harder, taking better comments to perform better), lowering performance aspirations (e.g., taking a lighter study load or easier courses), and altering goals (e.g., changing to another school or major). Thus, after obtaining suggestions from helpers as well as self-reflection based on the helpers' comments, pre-service teachers may self-regulate their follow-up learning behaviors.…”

Section: Introductionmentioning

confidence: 99%

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The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

Liu¹

2016

ASS

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This study aims to investigate the help-seeking subjects for pre-service teachers in need of suggestions for practicum and to determine the prediction of pre-service teachers' social capitals for help-seeking on their self-efficacy for help-seeking and self-regulated learning. A total of 223 pre-service teachers, from a teacher education university at the middle of Taiwan, were invited to fill in the validated questionnaire in October 2015.The analytical results of this study by Chi-square Test achieve significant differences in the five types of help-seeking subjects for the pre-service teachers in need of suggestions for practicum. Another finding of this study by multiple regression analysis indicates that the scores of seeking help from faculties in practicum school and peer interns in practicum school can jointly predict self-efficacy for help-seeking This study concludes that the pre-service teachers preferred seeking help from family members, faculties in practicum school, classmates at university and peer interns in practicum school to university professors. Moreover, pre-service teachers perceived self-efficacy for help-seeking and self-regulated learning when seeking help from faculties and peer interns in practicum schools. Interestingly, peer interns in practicum school are considered as bonding social capital but maybe play a role of suggestion-provider, similar to bridging social capital during the practicum.

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“…[11][12][13][14][15][16] Although previously viewed as immature and incompetent, 17 academic helpseeking behavior is now shown to be positively associated with academic success. 18,19 Although research demonstrates that the majority of college students do not seek formal help (ie, assistance from instructors), 20 the reasons why are unclear. A better understanding of facilitators of and barriers to academic help-seeking behavior may prove helpful to institutions striving to enhance their students' academic performance.…”

Section: Introductionmentioning

confidence: 99%

Academic Help-Seeking Behavior Among Student Pharmacists

Payakachat

Gubbins

Ragland

et al. 2013

American Journal of Pharmaceutical Education

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Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university. Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic helpseeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest. Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior. Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members.

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Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students.

Cited by 302 publications

References 25 publications

Motivational processes involved in academic help seeking and help avoidance

Motivational processes involved in academic help seeking and help avoidance

The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

Academic Help-Seeking Behavior Among Student Pharmacists

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