Understanding and facilitating self‐regulated help seeking

Karabenick, Stuart A.; Dembo, Myron H.

doi:10.1002/tl.442

Cited by 90 publications

(104 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar follow up studies have supported this finding including Karabenick [7] and Karabenick and Dembo [8]. This might suggest that even when high-risk students become more cognizant of their incompetence and lack of knowledge they may still not be likely to access academic support.…”

Section: Discussionsupporting

confidence: 64%

See 1 more Smart Citation

Supported Learning Groups (Slgs) in a First-Year Engineering Chemistry Course

Jobidon¹,

Owen²,

Robinson³

et al. 2017

PCEEA

View full text Add to dashboard Cite

show abstract

Section: Discussionsupporting

confidence: 64%

“…To high risk students attending SI could imply incompetence and pose a threat to the self-worth of students who are struggling [8]. Paired with the voluntary nature of this academic support its benefits are not likely being as widely realized as they could be.…”

Section: Discussionmentioning

confidence: 99%

Supported Learning Groups (Slgs) in a First-Year Engineering Chemistry Course

Jobidon¹,

Owen²,

Robinson³

et al. 2017

PCEEA

View full text Add to dashboard Cite

show abstract

“…Help-seeking is situated in selfregulated learning and influenced by the environment (Karabenick & Dembo, 2011). Previous research has demonstrated that many factors may influence student help-seeking behavior, such as the perception of the instructor and the perceived achievement orientation of the class, but has not identified how learner perceptions may be influenced intentionally by the instructor (Karabenick, 2004;Kozanitis et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Primarily, this study explored how one instructor-controlled environmental factor, the achievement goal orientation of assignments, influenced help-seeking. Research has demonstrated that environments perceived as masteryoriented by the learner positively influence adaptive help-seeking (Karabenick & Dembo, 2011). For instructors and designers, the issue of how to create this mastery-oriented environment has largely been left largely unexplored.…”

Section: Discussionmentioning

confidence: 99%

Achievement Goal Structure and Type of Assistance Sought in an Undergraduate Classroom

Giblin¹,

Stefaniak²

2017

JAID

View full text Add to dashboard Cite

Abstract:In the face of adversity, learners seek help when confronted with a gap in knowledge. Unsurprisingly, past research focused on the personal costs, burdens, and risks of asking for help. Researchers now identify adaptive helpseeking as a beneficial strategy for learning. This study explored whether instructors could successfully integrate mastery or performance achievement goal structures into undergraduate course assignments. The implications for integrating help seeking strategies in an online learning environment are discussed.

show abstract

“…As mentioned previously, it could be argued that students who use Learning Advisory services are those who are keen to achieve and are therefore more successful. For example, help seeking has been seen as a valuable component in successful students' approach to their study (Karabenick & Dembo, 2011;Karabenick, 2001). However there is still a lack of published research to validate that learning advisory services taken across a whole year's cohort either in a university or institute of technology and polytechnic (ITP) setting in New Zealand has a positive effect on student retention and success.…”

Section: Introductionmentioning

confidence: 99%

Students and Learning Advisors connecting? Does our practice affect student retention and success?

Breen

Protheroe

2015

ATLAANZ Journal

View full text Add to dashboard Cite

One of the problems with working in the Learning Advisory sector is that it is very difficult to show that accessing Learning Advice for students has a positive impact on their retention and success. There is no evidence to suggest that any research has been conducted concerning the core work of Learning Advisors (LAs) in a tertiary context over a whole academic year. This study addresses this gap in the research as it considers the results of a year's cohort (2012) at the Wellington Institute of Technology (WelTec), New Zealand. The rationale in choosing to capture a whole year was to ensure that a reasonable amount of data was available. Previous research has tended to focus on individual study programmes which although report their individual success are unlikely to accurately illustrate the day to day core work of Learning Advisors within a tertiary institute. Therefore this report shows how successful students are in their courses with or without learning advice, using quantitative data to demonstrate the possible effectiveness of learning advice for enhancing students' retention and success. The results of this study indicate that Learning Advice in 2012 did appear to have a positive impact on both student retention and success. However, overall results of statistical analysis reached only marginal levels of significance; therefore further investigations could be conducted to confirm such impact.

show abstract

Understanding and facilitating self‐regulated help seeking

Abstract: Many students are reluctant to seek needed help. In this chapter, we review research on help seeking as a self‐regulated learning strategy and describe a set of interventions designed to promote effective use of help seeking.

Cited by 90 publications

References 21 publications

Supported Learning Groups (Slgs) in a First-Year Engineering Chemistry Course

Supported Learning Groups (Slgs) in a First-Year Engineering Chemistry Course

Achievement Goal Structure and Type of Assistance Sought in an Undergraduate Classroom

Students and Learning Advisors connecting? Does our practice affect student retention and success?

Contact Info

Product

Resources

About