Student Passivity: A Study of Question Asking in K-12 Classrooms

Good, Thomas L.; Slavings, Ricky L.; Harel, Kathleen Hobson; Emerson, Hugh

doi:10.2307/2112275

Cited by 172 publications

(145 citation statements)

References 25 publications

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“…This may be due to the limited age range (3rd_6th grade) of the sample as well as the time scale used for data collection. There is evidence to suggest that many students cease to ask for help during the high school years (Good et al, 1987). It may be that the students in the present study were in a relatively stable and secure school situation.…”

Section: Assessing Developmentmentioning

confidence: 60%

“…It appears that low ability children in preschool and elementary school years tend to ask more questions than their higher-ability counterparts. This pattern seems to undergo a reversal as students age, whereas older low ability or low achieving students tend to ask fewer questions (Good et al, 1987).…”

Section: Descriptive Studiesmentioning

confidence: 96%

“…When all kinds of help seeking are included, there do not seem to be any age-related differences in the overall frequency of help seeking (Nelson-Le Gall & Glor-Scheib, 1985). However, during elementary school, the questioning appears to be evenly distributed among pupils, but as they age, the majority of the questioning is done by few students (Good et al, 1987). Some studies also indicate that 5th and 6th grade students are better at asking questions that will get them the help they need (Nelson-Le Gall & Glor-Scheib, 1985).…”

Section: Descriptive Studiesmentioning

confidence: 97%

“…First, there are some age-related differences in the ways children seek help. Preschool and first grade students tend to ask questions that are not necessarily related to the task, but are more related to getting teacher or peer attention (Good, Slavings, Harel, & Emerson, 1987). Older students, particularly those in 5th grade or above, tend to ask for task-related help (Good et al, 1987;.…”

Section: Descriptive Studiesmentioning

confidence: 99%

“…Preschool and first grade students tend to ask questions that are not necessarily related to the task, but are more related to getting teacher or peer attention (Good, Slavings, Harel, & Emerson, 1987). Older students, particularly those in 5th grade or above, tend to ask for task-related help (Good et al, 1987;. When all kinds of help seeking are included, there do not seem to be any age-related differences in the overall frequency of help seeking (Nelson-Le Gall & Glor-Scheib, 1985).…”

Section: Descriptive Studiesmentioning

confidence: 99%

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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: Assessing Developmentmentioning

confidence: 60%

Section: Descriptive Studiesmentioning

confidence: 96%

Section: Descriptive Studiesmentioning

confidence: 97%

Section: Descriptive Studiesmentioning

confidence: 99%

Section: Descriptive Studiesmentioning

confidence: 99%

See 3 more Smart Citations

Motivational processes involved in academic help seeking and help avoidance

Marchand¹

2000

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An analysis of question asking on scientific texts explaining natural phenomena

Costa

Caldeira

Gallástegui

et al. 2000

J. Res. Sci. Teach.

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This article relays results of a study focused on questions invoked to correct declarative knowledge deficits while readers process science texts explaining natural phenomena. Firstly, the authors focused on finding out what kind of questions are asked by students who read these texts and, secondly how task demand influences quantity and quality of formulated questions. Two hundred and eighty nine Portuguese students from 8th, 10th, and 12th grade participated in the study. The students were instructed to ask questions on two short science paragraphs that explained natural phenomena. Three task conditions were chosen. Thus, in the “Class” condition, the task was introduced as an activity aimed at developing the capacity to ask questions. In the “Examination” condition, the task was presented as a test on question generation. Finally, in the “Extra‐academic” condition the questioning task was camouflaged as a participation in a research project sponsored by the Ministry of Education and geared at the improvement of science textbooks. The results have shown that students are able to ask many questions when given an opportunity to do so. The study has also proven that students are capable of generating a large volume of causal‐antecedent questions relative to this kind of texts. Finally, no clear effects were found between grade level and/or task demand as defined in the conducted study. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 602–614, 2000

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Can undergraduate biology students learn to ask higher level questions?

Marbach‐Ad

Sokolove

2000

J. Res. Sci. Teach.

125

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Our goals in this study were to explore the type of written questions students ask after reading one or more chapters from their textbook, and to investigate the ability of students to improve their questions during the course of a single semester. In order to classify student's questions we used a taxonomy that we have developed specifically for this purpose. Two comparable populations were examined: Undergraduate students in a large, introductory biology class who were taught in traditional lecture format, and students in a similar class who were taught in cooperative/active learning style. After the taxonomy was presented to the active learning class, more students were able to pose better, written questions. Their questions became more insightful, thoughtful, and content‐related, and were not easily answered by consulting the textbook or another readily available source. The best questions could be recast as scientific research questions (i.e., hypotheses). In contrast, when the taxonomy was presented to students in the traditionally taught class, the quality of student‐posed questions was largely unchanged. Various explanations for the difference in outcomes are discussed, and methods are suggested about how generally to encourage students' questions and to improve their question‐asking skills regardless of overall teaching style. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 854–870, 2000

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Student Passivity: A Study of Question Asking in K-12 Classrooms

Cited by 172 publications

References 25 publications

Motivational processes involved in academic help seeking and help avoidance

Motivational processes involved in academic help seeking and help avoidance

An analysis of question asking on scientific texts explaining natural phenomena

Can undergraduate biology students learn to ask higher level questions?

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